4. 2019 Summer TOUR
May 28 - Capital Region ESD 113 in Tumwater, WA
June 11 - Eanes Westlake School District in Austin, TX
June 14-15 - DeLTA UCN / TAPPUQ in Antofagasta, Chile
June 22 - Davidson Institute Summit in Reno, NV
July 8-12 - 42nd Annual Confratute in Storrs, CT
July 16 - RRISD Advanced Academics Conference in Round Rock, TX
July 17 - Round Rock ISD in Round Rock, TX
July 29 - August 2 - 23rd Annual Edufest in Boise, ID
August 6-8 - Teaching Fellows Institute in Charlotte, NC
August 15-16 - Kent School District Summer Summit in Auburn, WAbrianhousand.com
38. “Giftedness is asynchronous development in
which advanced cognitive abilities and heightened
intensity combine to create inner experiences and
awareness that are qualitatively different from the
norm. This asynchrony increases with higher
intellectual capacity. The uniqueness of the gifted
renders them particularly vulnerable and requires
modifications in parenting, teaching and
counseling in order for them to develop optimally.”
(The Columbus Group, 1991)
42. 8GREATGRIPES
1. No one explains what being gifted is all about -- it's
kept a big secret.
2. The stuff we do in school is too easy, and it's boring.
3. Parents, teachers and friends expect us to be perfect,
to "do our best" all the time.
4. Kids often tease us about being smart.
5. Friends who really understand us are few and far
between.
6. We feel too different and wish people would accept
us for what we are.
7. We feel overwhelmed by the number of things we
can do in life.
8. We worry a lot about world problems and feel
helpless to do anything about them.
44. THE SUCCESSFUL
THE CREATIVE
THE UNDERGROUND
THE AT-RISK
THE TWICE EXCEPTIONAL
THE AUTONOMOUS LEARNER
BETTS’ PROFILES OF GIFTED
45. THE SUCCESSFUL
•As many as 90% of the identified gifted students
•Discovers what “sells” at home & school
•Convergent thinker
•Learns & tests well
•Eager for approval
•Liked by peers
•Positive self-concept
•Unaware of deficiencies
47. THE CREATIVE
•Divergently gifted
•Challenging when needs not met
•Often go unidentified
•Question authority
•Non-conforming - haven’t learned to use the system
•Receive little recognition for accomplishments
•Struggle with self-esteem
•At risk as eventual drop outs
49. THE UNDERGROUND
•Middle school females hiding giftedness
•High School boys dealing with athletic or social
pressures
•Want to be included in non-gifted peer group
•May be radical transformation from earlier grades
•Their needs are often in conflict with expectations of
teachers & parents
51. THE AT-RISK
•Angry with adults & with themselves
•Defensive
•System has not met needs for many years
•Burned-out or Spaced-out
•Depressed & withdrawn or acts out
•Interests are outside realm of regular school curriculum
•Poor self-concept
53. THE TWICE EXCEPTIONAL
•Physically or emotionally challenged
•Learning disabilities
•Limited English Proficiency
•Typically not identified gifted
•Programs don’t integrate their varying needs
•Discouraged, frustrated, rejected, helpless,
powerless, or isolated
•School system tends to focus on the weaknesses
56. THE AUTONOMOUS LEARNER
•Self confident
•Enthusiastic
•Desire to know & learn
•Accepts failure
•Intrinsic motivation
•Personal power
•Accepting of self and others
57. THE SUCCESSFUL
THE CREATIVE
THE UNDERGROUND
THE AT-RISK
THE TWICE EXCEPTIONAL
THE AUTONOMOUS LEARNER
BETTS’ PROFILES OF GIFTED
62. The
Artist
Seeing beauty,
creating beauty.
The
Thinker
Deep thoughts,
big questions.
The
Adventurer
So much
inspiration, so
little time.
The
Maker
Committed to
your craft.
The
Producer
Process is
power.
The
Dreamer
The power of
imagination
unleashed.
The
Innovator
Move, shake,
disrupt, repeat.
The
Visionary
Imagining the
impossible.