Serving Secondary                     Gifted Students            Angela M. Housand, Ph. D.University of North Carolina Wil...
What services are available for Secondary Gifted Students       in your school?
AP EXAM                     In 20051.2 million students took 2.1 million AP exams                 in 37 subjects
AP EXAM                     In 20091.6 million students took 2.8 million AP exams                 in 37 subjects
Admission to College• Students with an AP class on their  transcript were 30% more likely to be  accepted into a college o...
Admission to College• Students with an AP class on their  transcript were 30% more likely to be  accepted into a college o...
Top College Admissions Criteria5th   Number of AP Courses6th AP Class Grades9th AP Exam Scores
Match for Gifted Students?
Match for Gifted Students?Sometimes, but not always…
• Learn better when taught  2-3 times faster• Remember better with  fewer repetitions
• Learn better when taught  2-3 times faster• Remember better with  fewer repetitions• Respond better to inquiry  oriented...
Gifted Students May Also• Fear failure• Fear success• Be very self-critical• Maladaptive perfectionism• Lack strategies fo...
PRESSURE• Breadth over depth• Test-driven• Gatekeepers to  college admission  – “Requirement” for    AIG students
PRESSURE• AIG students “overload”  – 10,000 students took 6+    AP exams in 2006  – More than a college    freshman
Value in AP & IB
StrongCuriosityAbout Subject       & Willingness to    Work Hard
Greetings to you the lucky participant in AP courses thisGOLDEN TICKET is from the college of your choice.Present this tic...
• More heterogeneous• May not meet the  degree of challenge  required by some  gifted students• As more students  take AP ...
Form their identity…
Understand their giftedness…
Explore a talent area deeply…
Make decisions…
Have healthyself-expectations…
Address feelings of loneliness…
Develop social skills…
Develop healthy relationships…
Make plans for the future…
Persevere in the face of adversity…
Adolescence• The time preceding adulthood• Characterized by  – Discovery  – Growth  – Increased independence  – Transforma...
Adolescence• Transition period• Developmental Qualities  – Malleability of thought  – Fluctuating tastes  – Identity forma...
What morecan we do tosupport giftedstudents?
Effective Environments               Provide:  Guidance for future   planning  Support for personal and   emotional deve...
Future Planning   Correct identification of strengths and    talents resulting in appropriate placement    in classes   ...
• Matched to students interests and ambitions• Gaining access to mentors:  – Create School Community Database  – Nearby Un...
Mentorship
Future Planning   Facilitate honest discussion about options   Parent Education     Potential career paths     College...
Exposure to a Wide Variety   Disciplines   Topics   Occupations   Hobbies   Persons   Places   Events
Parents              Students            Varied ExperiencesAdministrators                   Teachers
Future Planning   Guide research about colleges and the    programs they offer   Assist in the search financial support ...
prufrock.com
Effective Environments               Provide:  Guidance for future   planning  Support for personal and   emotional deve...
Personal & Social DevelopmentGifted students areconcerned about beingperceived differently &being misunderstoodbecause of ...
Reveal who they are…• Address what it means to be gifted• Be familiar with multiple conceptions of  giftedness• Both negat...
Reveal how they are different…• Discuss topics related to being gifted  – Intelligence  – Creativity  – Performance  – Mot...
Access to Like-Minded Peers• In School  – Safe Forum for discussion and interaction  – Cross grade grouping – access to me...
Access to Like-Minded Peers• Across Schools  – Teacher mentors in area of interest  – Increase AP course offerings by part...
Access to Like-Minded Peers• Outside of School  – Summer and Enrichment Programs  – Safe and Secure Online Groups  – Commu...
prufrock.com
Explicit InstructionTeach  Communication Skills  Perspective TakingPractice  Role  Playing  Scenarios for Engaging S...
• Cultural assets• Community• Affiliation• Conflict &  cooperation• Leadership
• Be knowledgeable  about different cultural  groups and racial  identity within that  group• Be aware of bias and  stereo...
Internal DramaLife inside the mind.
Who owns my talent?How should my talent be used?
Locus of ControlThe extent to which individuals believethat they can control the events thataffect them.
Blocks to Feeling in Control• Thinking in absolutes• Overgeneralization• Distortions  – I got a low grade in math so I am ...
Blocks to Feeling in Control• Guilty thinking  – Should, ought, etc.• Making up stories in the absence  of information  – ...
Student Ownership• Require students to own  their feelings  – “I feel angry” vs. “You made    me mad”• Verbs instead of ad...
Student Ownership• Identify negative thoughts  and dispute them   – Counter examples   – Experimentation   – Discussion• P...
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?• W...
Bibliotherapy• Students identify  with characters• Similarity and  differences between  self and character• Hypothesize  c...
Cinamatherapy• Searching for  Bobby Fischer• Goodwill Hunting• A Brilliant Mind• October Sky
Television•Big Bang Theory•Malcolm in the Middle•Criminal Minds•NCIS•Bones
Book Resources
Online Resources Helping Adolescents Adjust to Giftedness Helping Gifted Students with Stress  Management Independence ...
Effective Environments               Provide:  Guidance for future   planning  Support for personal and   emotional deve...
Self-Regulation Training  Provides a comprehensive   metacognitive framework to evaluate one’s effectiveness as    well as...
Cyclical and Ongoing                ReflectPlan          Act
Self-Regulated Individual   Sets realistic expectations  and implements appropriate   strategies to successfully        co...
Goal Setting: Why bother?Challenges individuals to give theirefforts a preplanned directionTake responsibility for the key...
Attainment Opportunity to measure and take pride  in the achievement of a goal Demonstrates forward progress Celebrate ...
Behavioral SR Strategies   Time Management     Calendars (Google)     Day Planners   Organization     Filing systems ...
Decision Making Skills   • Pros and Cons List   • Hypothesizing     Outcomes   • Contingency     Planning   • Get Informat...
Failure is anOpportunity to     Learn
1831Failed in business1832Defeated for Legislature1833Failed in business, again1836Had a nervous breakdown1838Defeated for...
The first requisiteof success is theability to apply yourphysical and mentalenergies to oneproblem withoutgrowing weary.  ...
Thank You!
Questions?
•   Power•   Authority•   Control•   Choices related to    acceptance and    achievement
Education and    Training• Teachers working with  AIG students• Parents• Counselors• Administrators• Mentors and community...
http://nancykeane.com/rl/
InfluenceOn a clean sheet of paper, list the past five months vertically (2012, 2011, 2010…).Next to each year, list the...
Significant InfluenceStudent’s may feel that external forces control their life.Ask:    When you reflect on your experie...
Review the How-toLink new experiences to past successesSupport processes for college entrance and future planningMatch ...
Self-Efficacy    An individual’s personal  judgment of his or her own      ability to succeed.
Self-efficacy is based on:   Past performance   Vicarious experiences   Verbal persuasion   Physiological cues
Self-efficacy influences: What activities we select How much effort we put forth How persistent we are in the face of  ...
Reflection Writing    Helps to look at experiences more     objectively    Done regularly…     – Repeated patterns becom...
Review the How-toGuide  students self-beliefs, goal setting, and expectations Help  students frame information  in a pos...
Review the How-toPromote    reflection and meaningful dialog Modeling Journaling Small    and safe group discussions
Teacher StrategyInstruct  students to use verbs instead of adjectives to describe their feelings“Iam successful because ...
Serving Secondary Gifted Students
Serving Secondary Gifted Students
Serving Secondary Gifted Students
Serving Secondary Gifted Students
Serving Secondary Gifted Students
Serving Secondary Gifted Students
Serving Secondary Gifted Students
Serving Secondary Gifted Students
Serving Secondary Gifted Students
Serving Secondary Gifted Students
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Serving Secondary Gifted Students

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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. prufrock.com
  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. prufrock.com
  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. http://nancykeane.com/rl/
  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.”

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