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Secondary AIG

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2010 ECU Gifted Conference …

2010 ECU Gifted Conference
Angela Housand, PhD
September 22, 2010

Published in: Education

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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)
  • Transcript

    • 1. Serving SecondaryAIG Students
      Angela M. Housand
      University of North Carolina, Wilmington
      housanda@uncw.edu
      ECU Gifted Conference: Extreme Makeover Edition
      Greenville, CT
    • 2. angelahousand.com
    • 3. ECU
    • 4. AIG LicensureWatson School of Education
      EDN 552: Introduction to Gifted Education
      EDN 553: Social & Emotional Needs of the Gifted Learner
      EDN 554: Curriculum, Methods, and Materials for Gifted
      EDN 555: Program Design and Implementation
      Angela Housand, Ph.D.
      housanda@uncw.edu
    • 5. Serving SecondaryAcademically and Intellectually Gifted Students
    • 6. AP EXAM
      In 2005
      1.2 million students took 2.1 million AP exams
      in 37 subjects
    • 7. AP EXAM
      In 2009
      1.6 million students took 2.8 million AP exams
      in 37 subjects
    • 8. Admission to College
      Students with an AP class on their transcript were 30% more likely to be accepted into a college or university
    • 9. 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
    • 10. Top College Admissions Criteria
      5th Number of AP Courses
      6th AP Class Grades
      9th AP Exam Scores
    • 11. Match for Gifted Students?
    • 12. Match for Gifted Students?
      Sometimes, but not always…
    • 13. Gifted Students
      Learn better when taught 2-3 times faster
      Remember better with fewer repetitions
    • 14. Gifted Students
      Learn better when taught 2-3 times faster
      Remember better with fewer repetitions
      Respond better to inquiry oriented instruction
      Benefit from deep disciplinary thinking
    • 15. Gifted Students May Also
      Fear failure
      Fear success
      Be very self-critical
      Maladaptive perfectionism
      Lack strategies for coping with stress
      Lack self-regulation skills
    • 16. AP PRESSURE
      • Breadth over depth
      • 17. Test-driven
      • 18. Gatekeepers to college admission
      • 19. “Requirement” for AIG students
    • AP PRESSURE
      • AIG students “overload”
      • 20. 10,000 students took 6+ AP exams in 2006
      • 21. More than a college freshman
    • Value in AP & IB
      • Access to college
      • 22. Rigorous and accelerated curriculum
      • 23. Accessible to all students
    • Greetings to you the lucky participant in AP courses this
      GOLDEN TICKET is from the college of your choice.
      Present this ticket to the University Admissions office. Make sure your application arrives 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.
    • 24. Criteria to Gain Entrance into
      AP Courses
      Strong Curiosity
      About Subject
      &
      Willingness to
      Work Hard
    • 25. AP Courses
      More heterogeneous
      May not meet the degree of challenge required by some gifted students
      As more students take AP exams, prestigedecreases
    • 26. Form their identity…
    • 27. Understand their giftedness…
    • 28. Develop their cultural identity…
    • 29. Explore a talent area deeply…
    • 30. Need for creativeexpression…
    • 31. Make decisions…
    • 32. Have healthy
      self-expectations…
    • 33. Address feelings of loneliness…
    • 34. Develop social skills…
    • 35. Develop healthy relationships…
    • 36. Make plans for the future…
    • 37. Persevere in the face of adversity…
    • 38. Adolescence
      • The time preceding adulthood
      • 39. Characterized by
      • 40. Discovery
      • 41. Growth
      • 42. Increased independence
      • 43. Transformation (physical and mental)
    • Adolescence
      • Transition period
      • 44. Developmental Qualities
      • 45. Malleability of thought
      • 46. Fluctuating tastes
      • 47. Identity formation within a culture
    • What more can we do to support gifted students?
    • 48. Effective Environments Provide:
      Guidance for future planning
      Support for personal and emotional development
      Instruction in self-regulation skills
    • 49. Future Planning
      Correct identification of strengths and talents resulting in appropriate placement in classes
      Senior project opportunity for:
      Shadowing
      Meaningful internship
      Volunteerism
    • 50.
    • 51. Provide a Mentor
      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
    • 52. Mentorship
      Exemplary models allow students to gain an appreciation for the task commitment, creativity, and problem-solving necessary to compete in the global society of the 21st Century
    • 53. Future Planning
      Facilitate honest discussion about options
      Parent Education
      Potential career paths
      College choices
      Scholarships
      Provide exposure to many and varied possibilities
    • 54. Exposure to a Wide Variety
      Disciplines
      Topics
      Occupations
      Hobbies
      Persons
      Places
      Events
    • 55. Students
      Parents
      Varied Experiences
      Teachers
      Administrators
    • 56. 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)
    • 57. prufrock.com
    • 58. Effective Environments Provide:
      Guidance for future planning
      Support for personal and emotional development
      Instruction in self-regulation skills
    • 59. Personal & Social Development
      Gifted students are concerned about being perceived differently & being misunderstood because of their giftedness.
      (Delisle & Gailbraith, 2002)
    • 60. 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
    • 61. 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
    • 62. Access to Like-Minded Peers
      In School
      Safe Forum for discussion and interaction
      Cross grade grouping – access to mental age peers
    • 63. Access to Like-Minded Peers
      Across Schools
      Teacher mentors in area of interest
      Increase AP course offerings by partnering with other districts
      Competitions
    • 64. Access to Like-Minded Peers
      Outside of School
      Summer and Enrichment Programs
      Safe and Secure Online Groups
      Community Based Groups
    • 65.
    • 66. prufrock.com
    • 67. Explicit Instruction
      Teach
      Communication Skills
      Perspective Taking
      Practice
      Role Playing
      Scenarios for Engaging Social Challenges
      “Casual Conversation”
    • 68. Actively Address the Needs of Culturally Diverse Students
      Cultural assets
      Community
      Affiliation
      Conflict & cooperation
      Leadership
    • 69. Actively Address the Needs of Culturally Diverse Students
      Power
      Authority
      Control
      Choices related to acceptance and achievement
    • 70.
      • Be knowledgeable about different cultural groups and racial identity within that group
      • 71. Be aware of bias and stereotype
      Actively Address the Needs of Culturally Diverse Students
    • 72.
    • 73. Internal Drama
      Life inside the mind.
    • 74. Who owns my talent?How should my talent be used?
    • 75. Locus of Control
      The extent to which individuals believe that they can control the events that affect them.
    • 76. 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
    • 77. Blocks to Feeling in Control
      Guilty thinking
      Should, ought, etc.
      Making up stories in the absence of information
      “Mind reading”
      Hypothesizing what others think
    • 78. 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.”
    • 79. Student Ownership
      Identify negative thoughts and dispute them
      Counter examples
      Experimentation
      Discussion
      Positive self talk
      “I’ve achieved…”
      “I am good at…”
    • 80. Influence
      On a clean sheet of paper, list the past five months vertically (2010, 2009, 2008…).
      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.
    • 81. 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
    • 82. Bibliotherapy
      Students identify with characters
      Similarity and differences between self and character
      Hypothesize characters’ thoughts and feelings
    • 83. http://nancykeane.com/rl/
    • 84. Cinamatherapy
      Searching for Bobby Fischer
      Goodwill Hunting
      A Brilliant Mind
      October Sky
    • 85. Television
    • 90. Education and Training
      Teachers working with AIG students
      Parents
      Counselors
      Administrators
      Mentors and community members working with AIG students
    • 91. Book Resources
    • 92. Online Resources
      Helping Adolescents Adjust to Giftedness
      Helping Gifted Students with Stress Management
      Independence and Relationship Issues in Intellectually Gifted Adolescents
    • 93. Effective Environments Provide:
      Guidance for future planning
      Support for personal and emotional development
      Instruction in self-regulation skills
    • 94. Self-Regulation Training
      Provides a comprehensive metacognitive framework to evaluate one’s effectiveness as well as the skills to attain optimal performance.
    • 95. Cyclical and Ongoing
      Reflection
      Planning
      Action
    • 96. Self-Regulated Individual
      Sets realistic expectations
      and implements appropriate
      strategies to successfully
      complete goals.
    • 97. Goal Setting: Why bother?
      Challenges individuals to give their efforts a preplanned direction
      Take responsibility for the key events that give form to their experience
      Provides opportunity for reflection
    • 98. 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
    • 99. Self-Efficacy
      An individual’s personal judgment of his or her own ability to succeed.
    • 100. Self-efficacy is based on:
      Past performance
      Vicarious experiences
      Verbal persuasion
      Physiological cues
    • 101. 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
    • 102. 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
    • 103. Failure is an Opportunity to Learn
    • 104. P
      1831
      Failed in business
      1832
      Defeated for Legislature
      1833
      Failed in business, again
      1836
      Had a nervous breakdown
      1838
      Defeated for Speaker
      1840
      Defeated for Elector
      1848
      Defeated for Congress
      1856
      Defeated for Vice President
      1858
      Defeated for Senate
      1860
      Elected President
    • 105. The first requisite
      of success is the
      ability to apply your
      physical and mental
      energies to one
      problem without
      growing weary.
      -Thomas Edison
    • 106. 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?
    • 107. Behavioral SR Strategies
      Time Management
      Calendars (Google)
      Day Planners
      Organization
      Filing systems
      Routines
      Modeled, Explicitly Taught, & Reinforced
    • 108. Decision Making Skills
      Pros and Cons List
      Hypothesizing Outcomes
      Contingency Planning
      Get Information
      Sit and Feel
    • 109. Review the How-to
      Guide students self-beliefs, goal setting, and expectations
      Help students frame information in a positive manner
      Provide specific cues
    • 110. Review the How-to
      Promote reflection and meaningful dialog
      Modeling
      Journaling
      Small and safe group discussions
    • 111. Review the How-to
      Help learners link new experiences to past successes
      Support processes related to college entrance and future planning
      Match student based on interest, desire, and need
    • 112.
    • 113. ThankYou!
    • 114. Questions?