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Edufest 2019

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Serving gifted students requires more than challenging academic experiences. As a matter of fact, research suggests that developing certain social emotional learning (SEL) competencies like persistence, strategic risk-taking, and self-confidence are necessary for developing talent. This session introduces a series of lessons that develop social emotional learning (SEL) competencies alongside academically rigorous work to help ensure that gifted students have the skills necessary to recognize strengths, manage stress, communicate effectively, practice empathy and compassion, and motivate their actions to explore learning that is personally meaningful all while meeting rigorous academic standards.

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Edufest 2019

  1. 1. SOICAL EMOTIONAL LEARNING A Foundation for Talent Development
  2. 2. angelahousand.com &
  3. 3. SOCIAL EMOTIONAL LEARNING A Foundation for Talent Development
  4. 4. resilience 1. the capacity to recover quickly from difficulties; toughness. 2. the ability of a substance or object to spring back into shape; elasticity. noun
  5. 5. Resiliency Mashup
  6. 6. The Year of… GREAT EXPECTATIONS
  7. 7. 3rd
  8. 8. FAILURE isn’t a necessary evil. In FACT, it isn’t EVIL at all. It is a NECESSARY consequence of doing something NEW. - Ed Catmull
  9. 9. FAILEARLY FAILFAST
  10. 10. PLAN ASSESS BUILD TEST ITERATE What are you planning?
  11. 11. PLAN ASSESS BUILD TEST ITERATE How will you build?
  12. 12. PLAN ASSESS BUILD TEST ITERATE What is the result?
  13. 13. PLAN ASSESS BUILD TEST ITERATE How did it perform?
  14. 14. ITERATE Progress Are you as far along as you thought you were? Stability What is the degree to which changes need to be made? Modularity Are you able to change parts or is it a complete rebuild? PLAN ASSESS BUILD TEST
  15. 15. ITERATE Quality Did it accurately achieve its goal? Did it break? Maturity Was it consistently able to achieve its goal? Resources Are you on budget? Do you have the resources to continue? PLAN ASSESS BUILD TEST
  16. 16. PLAN ASSESS BUILD TEST ITERATE
  17. 17. • Elevate dictionary above egg w/ 1 sheet of copy paper and 6 inches masking tape • Egg drop w/ purchase of materials and other constraints (e.g. time, flash sales) • Writing workshops
  18. 18. 200
  19. 19. Stay in the Struggle
  20. 20. It is impossible to live without failing at something, unless you live so cautiously that you might as well not have lived at all. In which case, you fail by default. J.K. Rowling
  21. 21. PROVIDE THE OPPORTUNITY FOR FAILURE
  22. 22. The Year of… GREATER EXPECTATIONS
  23. 23. 4th
  24. 24. False praise can be as harmful as no praise!
  25. 25. Don’t you think if I were wrong, I’d KNOW it?
  26. 26. Lack of Honest Self-Appraisal Skills
  27. 27. angelahousand.com
  28. 28. S TO W Helpful to achieving the objective Harmful to achieving the objective Internal Origin Attributes of the Individual Strengths Weaknesses External Origin Attributes of the Environment Opportunities Threats SWOT Analysis
  29. 29. HISTORY
  30. 30. Memory Timeline Observational Research “Professional” Interview (Teachers / Coaches) Archival Research Focus Group Interview (Friends / Peers) Photovoice Personal Interview (Family Members) Primary Sources Survey Research Self-History Research Tic-Tac-Toe
  31. 31. Memory Timeline Create a timeline of major events in your life and analyze the “who, what, when, where, and how” of these events. A minimum of 7 events will get you started. Observational Research Identify a behavior you have always exhibited that you would like to understand better. Develop a plan to collect time series data to help you better understand the occurrence of the behavior. Archival Research Analyze historical data that have been accumulated over your lifetime. Examples: family records, Facebook feed, memorabilia from K-12 education. Phone a Friend Develop questions and conduct interviews to collect data from your peers. People you might interview: Classmates, team members, friends, teachers. Photovoice Answer a concept-based question through photography and narration to learn something new about yourself or your cultural setting. Example: What does it mean to be gifted? Primary Sources Analyze direct or first-hand evidence to learn something new about yourself. Examples of evidence: Your artwork or writing, audio/video recordings, journal entries.
  32. 32. PHOTO VOICE
  33. 33. http://bit.ly/EduFestPhoto
  34. 34. PLAN ASSESS BUILD TEST ITERATE
  35. 35. Fear of Failure Goal Achievement Opportunities
  36. 36. Fear of Failure • Worry what others will think • Attempt to lower expectations • Physical symptoms • Procrastination
  37. 37. Anxiety Boredom Zone ofProxim alD evelopm ent LevelofChallenge Level of Competence LOW LOW HIGH HIGH Vygotsky
  38. 38. flowmihaly csikszentmihalyi
  39. 39. Csikszentmihalyi
  40. 40. Ascending Intellectual Demand
  41. 41. www.achievement.org/ find-my-role-model
  42. 42. CONFIDENCE
  43. 43. MAINTAIN RIGOROUS STANDARDS
  44. 44. The Year of… EVEN GREATER EXPECTATIONS
  45. 45. 5th
  46. 46. 88,000 college students surveyed
  47. 47. Overwhelmed Exhausted Extreme Anxiety 63.5% 84.3% 87.4%
  48. 48. Anxiety 2018 Anxiety 2017 Anxiety 2016 58.4% 60.9% 63.5%
  49. 49. Overwhelmed Exhausted Extreme Anxiety Sad / Depressed Angry / Irritable 40% 30% 36% 36% 31%
  50. 50. 10% perform below capacity 40% neglected responsibilities at home 21% neglected responsibilities at school Due to STRESS
  51. 51. 32% say stress makes them feel as though they could cry 32% say they experience headaches 21% say they experience upset stomach or indigestion Due to STRESS
  52. 52. What is Social & Emotional Learning?
  53. 53. Academic Achievement
  54. 54. SEL Programs • Improved Classroom Behavior • Increased Ability to Manage Stress & Emotions • Better Attitudes About Self, Others, & School
  55. 55. SEL Skills Decreased the Likelihood of: • Living in public housing • Receiving public assistance • Spending time in a detention facility
  56. 56. 59% report that managing their time to balance all activities is a significant stressor.
  57. 57. Self-Management
  58. 58. Self-Management
  59. 59. “A child's greatest achievements are possible in play, achievements that tomorrow will become her basic level of real action.” - Vygotsky
  60. 60. ALLOW TIME
  61. 61. Expect that Things WILL Get Better
  62. 62. THE TRUE STORY OF THE 3 LITTLE PIGS! By A. Wolf
  63. 63. 2018… 2017… 2016… 2015… 2014… Influence
  64. 64. 2018… 2017… 2016… 2015… 2014… Influence Most important event in your life for each year
  65. 65. 2018… 2017… 2016… 2015… 2014… Influence Percentage of control you had over each event
  66. 66. Take responsibility for their actions…
  67. 67. November… October… September… August… July… Influence Most important event in your life for each month
  68. 68. Young people may feel that external forces control their lives. Influence
  69. 69. Did you have more control than you thought? Influence
  70. 70. SUPPORT PERSPECTIVE TAKING
  71. 71. • Build the tallest1 tower you can. • Use only the materials provided. • The tower must support an object of unspecified size and weight2 Tallest Tower 1.Height will be measured from the bottom of the object. 2.Object will be a scale commensurate with materials.
  72. 72. 20 Minutes
  73. 73. TEACH HEALTHY COPING
  74. 74. ENGENDER ENGAGED PARTICIPATION
  75. 75. The Year of… A NEW HOPE
  76. 76. 6th
  77. 77. Increased Sense of Control
  78. 78. 5 Categories of Risk Intellectual Social Emotional Physical Spiritual (Neihart, 1999)
  79. 79. Self-Determination Relatedness Autonomy Competence
  80. 80. ENCOURAGE RISK TAKING
  81. 81. Resilience
  82. 82. YOUR COMFORT ZONE
  83. 83. What is YOUR definition of success?
  84. 84. The greater danger for most of us lies not in setting our aim too high and falling short; but in setting our aim too low, and achieving our mark. -Michelangelo

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