3. AP EXAM In 2005 1.2 million students took 2.1 million AP exams in 37 subjects
4. AP EXAM In 2009 1.6 million students took 2.8 million AP exams in 37 subjects
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. 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. Top College Admissions Criteria 5th Number of AP Courses 6th AP Class Grades 9th AP Exam Scores
10. Gifted Students Learn better when taught 2-3 times faster Remember better with fewer repetitions
11. 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
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
21. Criteria to Gain Entrance into AP Courses Strong Curiosity About Subject & Willingness to Work Hard
22. AP Courses More heterogeneous May not meet the degree of challenge required by some gifted students As more students take AP exams, prestige decreases
46. Effective Environments Provide: Guidance for future planning Support for personal and emotional development Instruction in self-regulation skills
47. Future Planning Correct identification of strengths and talents resulting in appropriate placement in classes Senior project opportunity for: Shadowing Meaningful internship Volunteerism
48.
49. 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
50. 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
51. Future Planning Facilitate honest discussion about options Parent Education Potential career paths College choices Scholarships Provide exposure to many and varied possibilities
52. Exposure to a Wide Variety Disciplines Topics Occupations Hobbies Persons Places Events
54. 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)
56. Effective Environments Provide: Guidance for future planning Support for personal and emotional development Instruction in self-regulation skills
57. Personal & Social Development Gifted students are concerned about being perceived differently & being misunderstood because of their giftedness. (Delisle & Gailbraith, 2002)
58. 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
59. 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
60. Access to Like-Minded Peers In School Safe Forum for discussion and interaction Cross grade grouping – access to mental age peers
61. Access to Like-Minded Peers Across Schools Teacher mentors in area of interest Increase AP course offerings by partnering with other districts Competitions
62. Access to Like-Minded Peers Outside of School Summer and Enrichment Programs Safe and Secure Online Groups Community Based Groups
65. Explicit Instruction Teach Communication Skills Perspective Taking Practice Role Playing Scenarios for Engaging Social Challenges “Casual Conversation”
66. Actively Address the Needs of Culturally Diverse Students Cultural assets Community Affiliation Conflict & cooperation Leadership
67. Actively Address the Needs of Culturally Diverse Students Power Authority Control Choices related to acceptance and achievement
68.
69. Be aware of bias and stereotypeActively Address the Needs of Culturally Diverse Students
72. Who owns my talent?How should my talent be used?
73. Locus of Control The extent to which individuals believe that they can control the events that affect them.
74. 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
75. Blocks to Feeling in Control Guilty thinking Should, ought, etc. Making up stories in the absence of information “Mind reading” Hypothesizing what others think
76. 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.”
77. Student Ownership Identify negative thoughts and dispute them Counter examples Experimentation Discussion Positive self talk “I’ve achieved…” “I am good at…”
78. 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.
79. 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
80. Bibliotherapy Students identify with characters Similarity and differences between self and character Hypothesize characters’ thoughts and feelings
88. Education and Training Teachers working with AIG students Parents Counselors Administrators Mentors and community members working with AIG students
90. Online Resources Helping Adolescents Adjust to Giftedness Helping Gifted Students with Stress Management Independence and Relationship Issues in Intellectually Gifted Adolescents
91. Effective Environments Provide: Guidance for future planning Support for personal and emotional development Instruction in self-regulation skills
92. Self-Regulation Training Provides a comprehensive metacognitive framework to evaluate one’s effectiveness as well as the skills to attain optimal performance.
94. Self-Regulated Individual Sets realistic expectations and implements appropriate strategies to successfully complete goals.
95. 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
96. 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
98. Self-efficacy is based on: Past performance Vicarious experiences Verbal persuasion Physiological cues
99. 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
100. 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
102. 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
103. The first requisite of success is the ability to apply your physical and mental energies to one problem without growing weary. -Thomas Edison
104. 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?
105. Behavioral SR Strategies Time Management Calendars (Google) Day Planners Organization Filing systems Routines Modeled, Explicitly Taught, & Reinforced
106. Decision Making Skills Pros and Cons List Hypothesizing Outcomes Contingency Planning Get Information Sit and Feel
107. Review the How-to Guide students self-beliefs, goal setting, and expectations Help students frame information in a positive manner Provide specific cues
108. Review the How-to Promote reflection and meaningful dialog Modeling Journaling Small and safe group discussions
109. 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
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)
