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Secondary AIG

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

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Secondary AIG

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

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