Serving Secondary Gifted Students


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  • Hartley 1991
  • Work with students to address their self-expectations and the expectations of others. Help them avoid over inflated expectations or false expectation (what they believe others expect of them)
  • Serving Secondary Gifted Students

    1. 1. Serving Secondary Gifted Students Angela M. Housand, Ph. D.University of North Carolina Wilmington CAG 2012 – Palm Springs, CA
    2. 2. What services are available for Secondary Gifted Students in your school?
    3. 3. AP EXAM In 20051.2 million students took 2.1 million AP exams in 37 subjects
    4. 4. AP EXAM In 20091.6 million students took 2.8 million AP exams in 37 subjects
    5. 5. Admission to College• Students with an AP class on their transcript were 30% more likely to be accepted into a college or university
    6. 6. Admission to College• Students with an AP class on their transcript were 30% more likely to be accepted into a college or university• The percentage increased when the number of AP courses on the transcript increased
    7. 7. Top College Admissions Criteria5th Number of AP Courses6th AP Class Grades9th AP Exam Scores
    8. 8. Match for Gifted Students?
    9. 9. Match for Gifted Students?Sometimes, but not always…
    10. 10. • Learn better when taught 2-3 times faster• Remember better with fewer repetitions
    11. 11. • Learn better when taught 2-3 times faster• Remember better with fewer repetitions• Respond better to inquiry oriented instruction• Benefit from deep disciplinary thinking
    12. 12. Gifted Students May Also• Fear failure• Fear success• Be very self-critical• Maladaptive perfectionism• Lack strategies for coping with stress• Lack self-regulation skills
    13. 13. PRESSURE• Breadth over depth• Test-driven• Gatekeepers to college admission – “Requirement” for AIG students
    14. 14. PRESSURE• AIG students “overload” – 10,000 students took 6+ AP exams in 2006 – More than a college freshman
    15. 15. Value in AP & IB
    16. 16. StrongCuriosityAbout Subject & Willingness to Work Hard
    17. 17. Greetings to you the lucky participant in AP courses thisGOLDEN TICKET is from the college of your choice.Present this ticket to the University Admissions office. Make sure your applicationarrives before January 10 and we will accelerate you through basic coursework.In your wildest dreams you can not imagine the marvelous SURPRISES that await YOU.
    18. 18. • More heterogeneous• May not meet the degree of challenge required by some gifted students• As more students take AP exams, prestige decreases
    19. 19. Form their identity…
    20. 20. Understand their giftedness…
    21. 21. Explore a talent area deeply…
    22. 22. Make decisions…
    23. 23. Have healthyself-expectations…
    24. 24. Address feelings of loneliness…
    25. 25. Develop social skills…
    26. 26. Develop healthy relationships…
    27. 27. Make plans for the future…
    28. 28. Persevere in the face of adversity…
    29. 29. Adolescence• The time preceding adulthood• Characterized by – Discovery – Growth – Increased independence – Transformation (physical and mental)
    30. 30. Adolescence• Transition period• Developmental Qualities – Malleability of thought – Fluctuating tastes – Identity formation within a culture
    31. 31. What morecan we do tosupport giftedstudents?
    32. 32. Effective Environments Provide: Guidance for future planning Support for personal and emotional development Instruction in self- regulation skills
    33. 33. Future Planning Correct identification of strengths and talents resulting in appropriate placement in classes Senior project opportunity for:  Shadowing  Meaningful internship  Volunteerism
    34. 34. • Matched to students interests and ambitions• Gaining access to mentors: – Create School Community Database – Nearby University, College, or Community College – Business Community – Cold calls – Internet
    35. 35. Mentorship
    36. 36. Future Planning Facilitate honest discussion about options Parent Education  Potential career paths  College choices  Scholarships Provide exposure to many and varied possibilities
    37. 37. Exposure to a Wide Variety Disciplines Topics Occupations Hobbies Persons Places Events
    38. 38. Parents Students Varied ExperiencesAdministrators Teachers
    39. 39. Future Planning Guide research about colleges and the programs they offer Assist in the search financial support  Scholarships  Free Application for Federal Student Aid (FAFSA)
    40. 40.
    41. 41. Effective Environments Provide: Guidance for future planning Support for personal and emotional development Instruction in self- regulation skills
    42. 42. Personal & Social DevelopmentGifted students areconcerned about beingperceived differently &being misunderstoodbecause of theirgiftedness. (Delisle&Gailbraith, 2002)
    43. 43. Reveal who they are…• Address what it means to be gifted• Be familiar with multiple conceptions of giftedness• Both negative and positive characteristics of gifted and eminent individuals• Share the research on social and emotional – Perfectionism – Asynchronous development
    44. 44. Reveal how they are different…• Discuss topics related to being gifted – Intelligence – Creativity – Performance – Motivation – Achievement• Directly and honestly address how they are different then their peers
    45. 45. Access to Like-Minded Peers• In School – Safe Forum for discussion and interaction – Cross grade grouping – access to mental age peers
    46. 46. Access to Like-Minded Peers• Across Schools – Teacher mentors in area of interest – Increase AP course offerings by partnering with other districts – Competitions
    47. 47. Access to Like-Minded Peers• Outside of School – Summer and Enrichment Programs – Safe and Secure Online Groups – Community Based Groups
    48. 48.
    49. 49. Explicit InstructionTeach Communication Skills Perspective TakingPractice Role Playing Scenarios for Engaging Social Challenges “Casual Conversation”
    50. 50. • Cultural assets• Community• Affiliation• Conflict & cooperation• Leadership
    51. 51. • Be knowledgeable about different cultural groups and racial identity within that group• Be aware of bias and stereotype
    52. 52. Internal DramaLife inside the mind.
    53. 53. Who owns my talent?How should my talent be used?
    54. 54. Locus of ControlThe extent to which individuals believethat they can control the events thataffect them.
    55. 55. Blocks to Feeling in Control• Thinking in absolutes• Overgeneralization• Distortions – I got a low grade in math so I am a failure• Focusing on the negative
    56. 56. Blocks to Feeling in Control• Guilty thinking – Should, ought, etc.• Making up stories in the absence of information – “Mind reading” – Hypothesizing what others think
    57. 57. Student Ownership• Require students to own their feelings – “I feel angry” vs. “You made me mad”• Verbs instead of adjectives to describe feelings – “I am successful because I am smart.” vs. “I am successful because I work hard.”
    58. 58. Student Ownership• Identify negative thoughts and dispute them – Counter examples – Experimentation – Discussion• Positive self talk – “I’ve achieved…” – “I am good at…”
    59. 59. Being in the Moment• Can you change the past?• What are you doing now that is working? How can you do more of the same?• When you had a problem like this one before, what good solutions did you work out? Or Have you ever helped someone with a problem like this before?
    60. 60. Bibliotherapy• Students identify with characters• Similarity and differences between self and character• Hypothesize characters’ thoughts and feelings
    61. 61. Cinamatherapy• Searching for Bobby Fischer• Goodwill Hunting• A Brilliant Mind• October Sky
    62. 62. Television•Big Bang Theory•Malcolm in the Middle•Criminal Minds•NCIS•Bones
    63. 63. Book Resources
    64. 64. Online Resources Helping Adolescents Adjust to Giftedness Helping Gifted Students with Stress Management Independence and Relationship Issues in Intellectually Gifted Adolescents
    65. 65. Effective Environments Provide: Guidance for future planning Support for personal and emotional development Instruction in self- regulation skills
    66. 66. Self-Regulation Training Provides a comprehensive metacognitive framework to evaluate one’s effectiveness as well as the skills to attain optimal performance.
    67. 67. Cyclical and Ongoing ReflectPlan Act
    68. 68. Self-Regulated Individual Sets realistic expectations and implements appropriate strategies to successfully complete goals.
    69. 69. Goal Setting: Why bother?Challenges individuals to give theirefforts a preplanned directionTake responsibility for the key eventsthat give form to their experienceProvides opportunity for reflection
    70. 70. Attainment Opportunity to measure and take pride in the achievement of a goal Demonstrates forward progress Celebrate and enjoy the satisfaction of achievement Great time to set a new goal
    71. 71. Behavioral SR Strategies Time Management  Calendars (Google)  Day Planners Organization  Filing systems  Routines Modeled, Explicitly Taught, & Reinforced
    72. 72. Decision Making Skills • Pros and Cons List • Hypothesizing Outcomes • Contingency Planning • Get Information • Sit and Feel
    73. 73. Failure is anOpportunity to Learn
    74. 74. 1831Failed in business1832Defeated for Legislature1833Failed in business, again1836Had a nervous breakdown1838Defeated for Speaker1840Defeated for Elector1848Defeated for Congress1856Defeated for Vice President1858Defeated for Senate1860Elected President
    75. 75. The first requisiteof success is theability to apply yourphysical and mentalenergies to oneproblem withoutgrowing weary. -Thomas Edison
    76. 76. Thank You!
    77. 77. Questions?
    78. 78. • Power• Authority• Control• Choices related to acceptance and achievement
    79. 79. Education and Training• Teachers working with AIG students• Parents• Counselors• Administrators• Mentors and community members working with AIG students
    80. 80.
    81. 81. InfluenceOn a clean sheet of paper, list the past five months vertically (2012, 2011, 2010…).Next to each year, list the most important event that occurred in your life during that year.Estimate the percentage of control or influence you had over each event.
    82. 82. Significant InfluenceStudent’s may feel that external forces control their life.Ask: When you reflect on your experience, do you find that you had more control then you thought?Highlight the control they had in their choices and actions
    83. 83. Review the How-toLink new experiences to past successesSupport processes for college entrance and future planningMatch student based on interest, desire, and need
    84. 84. Self-Efficacy An individual’s personal judgment of his or her own ability to succeed.
    85. 85. Self-efficacy is based on: Past performance Vicarious experiences Verbal persuasion Physiological cues
    86. 86. Self-efficacy influences: What activities we select How much effort we put forth How persistent we are in the face of difficulties The difficulty of the goals we set
    87. 87. Reflection Writing  Helps to look at experiences more objectively  Done regularly… – Repeated patterns become apparent  A record of past successes  Sets the stage for planning
    88. 88. Review the How-toGuide students self-beliefs, goal setting, and expectations Help students frame information in a positive manner Provide specific cues
    89. 89. Review the How-toPromote reflection and meaningful dialog Modeling Journaling Small and safe group discussions
    90. 90. Teacher StrategyInstruct students to use verbs instead of adjectives to describe their feelings“Iam successful because I am smart.” vs. “I am successful because I work hard.”