Building Resiliency at Rutgers
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No one emerges at the top. In reality, the most successful individuals have a long list of failures that led to their accomplishments. Yet many gifted children expect to “get the right answer” on their first attempt and once faced with truly challenging situations, give up before trying. This session provides strategies for supporting gifted youth as they engage in the struggles that lead to meaningful success in school and in life.
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- The document discusses research for a mental health tracker smartphone app called Guardian.
- Guardian would allow users to visually track their mental health metrics over time and receive feedback to enhance their well-being.
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This document discusses research for a mental health tracker smartphone app. It includes summaries of articles about Generation Y being unhappy due to unrealistic self-esteem and a fear of not constantly performing. It also notes that millennials face higher levels of stress than previous generations. The document outlines the proposed app, which would allow users to visually track their mental health based on activities, interactions, physical health and more. It provides a source of inspiration for the app's brand character in the form of Billie Eilish. Finally, it details the naming process for the app, settling on the name "Guardian" to describe its purpose of looking out for the user's well-being.
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The document discusses the mental health challenges faced by Generation Y and millennials. It references articles that note this generation has been led to believe they are special but often lack justification for this belief, causing anxiety. Additionally, societal pressures to constantly perform can increase fear of being seen as a failure. The high levels of stress faced by millennials are shown in a graph by the American Psychological Association, higher than previous generations. The document proposes developing a mental health tracker smartphone app that allows users to see their high and low points and receives feedback to enhance their mental wellbeing based on work, activities, interactions, physical health, diet, exercise, and sleep.
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1. Resilience is the ability to recover quickly from difficulties and adapt to challenges. Playing as a child helps develop skills that will support real actions later in life.
2. Failure is a necessary part of learning and should not be seen as "evil". It is an inevitable result of trying new things. Fear of failure can be overcome by facing adversity and staying committed to long term goals.
3. Developing self-efficacy, or a belief in one's abilities, is important for resilience. Taking responsibility, engaging in self-reflection, and maintaining high expectations despite setbacks can help build self-efficacy.
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This document discusses various aspects of self-concept, self-esteem, and self-efficacy. It explores how we have multiple selves that are shaped by both internal and external factors. It also examines how positive self-talk, persistence, and belief in oneself can become self-fulfilling prophecies that influence our abilities and outcomes. Key experiments are described that show how labeling and expectations of others can impact children's academic performance through placebo effects and changes in self-perception.
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2. Motivation is the second step - you must find internal motivation by discovering your talents and purpose. Self-motivation will allow you to continue pursuing your goals even when facing challenges.
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No one emerges at the top. In reality, the most successful individuals have a long list of failures that led to their accomplishments. Yet many gifted children expect to “get the right answer” on their first attempt and once faced with truly challenging situations, give up before trying. This session provides strategies for supporting gifted youth as they engage in the struggles that lead to meaningful SUCCESS.
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Impostor syndrome refers to an internal experience of believing that you are not as competent as others perceive you to be.
It strikes smart, successful individuals.
Generally occurs after an especially notable accomplishment, like admission to a prestigious university, public acclaim, winning an award, or earning a promotion.
Has links to perfectionism and the social context.
People of every demographic suffer from feeling like a fraud, though minorities and women are hardest-hit.
Dweck
Carol Dweck's research over 30 years found that students' beliefs about their abilities (fixed mindset or growth mindset) significantly impacted their motivation, resilience, and achievement. Students with a growth mindset see intelligence as something that can be developed through effort rather than a fixed trait. They are more likely to embrace challenges, persist in the face of setbacks, and achieve at higher levels. Dweck's work highlights the importance of praising students' effort, strategies, and progress rather than innate qualities to foster a growth mindset.
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This document discusses academic self-concepts, including self-esteem, self-complexity, and self-efficacy. It notes that academic self-concept is the best predictor of achievement. While self-esteem is commonly believed to be important, evidence suggests only a small link between self-esteem and academics. Having a complex self-identity with multiple non-overlapping domains can buffer against failure in one domain. Self-efficacy, which is domain-specific confidence in one's abilities, is connected to greater effort, strategic choices, and goal-setting in academics. The document questions whether programs should aim to raise academic self-esteem or self-efficacy.
Mindset
Most people believe personality traits are fixed characteristics that are present at birth and persist throughout an individual’s lifetime. Recent research, however, indicates these “fixed” traits are simply the symptoms of a person’s belief system. These beliefs can be so strong, in fact, that they positively or negatively influence every aspect of an individual’s life: sports, business, relationships, parenting, teaching, and coaching.
According to Carol S. Dweck, one of the world’s leading researchers in the field of motivation, there are two main belief systems, or mindsets, that people can possess. These mindsets strongly influence the way individuals respond to success and failure, and in Mindset, Dweck uses research, examples of well-known business and sports leaders, and specific scenarios to demonstrate how changing one’s mindset can profoundly affect the outcome of almost every situation. Dweck also explains how understanding the basics of mindsets can help in accepting and understanding relationships and the people who comprise them
GOALFISH Resource
This document provides information about goal orientation and flow state from research in psychology. It discusses different types of goal orientation like mastery vs performance orientation and approach vs avoidance goals. It also outlines the 9 factors that characterize a state of flow, including clear goals, balance of challenge and skills and loss of self-consciousness. Examples are given about when flow has been experienced. The document asks questions to prompt reflection on these topics.
Outdoor learning training bumper starter
A simple rolling presentation full of great quotes and inspiring images about outdoor learning in schools. Ideal to start an INSET or sharing event with colleagues or parents. Quotes from across UK including DfE / National Curriculum in England and Wales and CfE in Scotland.
RESILENCIA 2022.pdf
En psicología, capacidad que tiene una persona para superar circunstancias traumáticas como la muerte de un ser querido, un accidente, etc. Es una virtud que consiste en superar y adaptarte a momentos adversos, con la confianza de que saldrás adelante a pesar de todo.
Son muchos los acontecimientos que pueden afectarte emocionalmente: una ruptura amorosa, dificultades económicas, proyectos fracasados, entre otros. Todos ellos ponen a prueba tu resiliencia.
Mindsets
The document discusses intelligence and mindsets. It defines intelligence as the ability to reason, plan, solve problems, think abstractly, comprehend complex ideas, learn quickly and learn from experience. It is not just academic skills or test taking. The document discusses Carol Dweck's work on fixed and growth mindsets. A fixed mindset believes intelligence is fixed, while a growth mindset sees it as something that can be developed through effort. Having a growth mindset leads to more effort, persistence when facing challenges, higher performance and enjoyment of learning. Praising students for effort, not just ability, promotes a growth mindset.
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Research suggests that students who are exposed to social-emotional learning (SEL) opportunities alongside their academic work achieve at higher levels and experience lower levels of emotional distress than those who are not exposed to SEL. This session introduces curriculum to support the development of SEL skills alongside the skills of required by even the most academically rigorous programs.
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By the year 2040, NASA intends to send humans to Mars.
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Today’s youth are connected like no other generation before. Generation Z, also known as Centennials, are considered “mobile-natives” and are even more technologically savvy then their Millennial predecessors. Thanks to a myriad of online social media outlets, today’s youth are connected across the street and across the globe in a web of communication. No longer is technology merely a tool, it is the medium for attaining knowledge, collaborating with peers, exchanging ideas, creating products, and sharing knowledge and insights. Gifted youth are in an unparalleled position to build influence in a global society, but first, they must shift their use of social networks from socializing to showcasing talents.
A Little TLC: Technology Learning Communities
A Technology Learning Community (TLC) is an unconference for educational settings. The TLC puts students in the driver’s seat as they share their knowledge and expertise about technology tools for learning. In an unconference setting, students and teachers are equal participants as they exchange information and ideas to advance productivity using digital tools. Learn how to implement a TLC in your school and empower gifted students to become masters of technology skill and leaders in a new era of communication and innovation.
FutureCasting: Preparing Students for Global Participation
Gifted students today have access to more information than ever before and are connected in ways that no generation before has ever been. Yet they often do not understand the power they wield in digital environments or how to use information and networks to advance their learning. FutureCasting, a pedagogical roadmap, helps students develop a digital identity that enables them to leverage the power at their fingertips for achievement. The process enables students to take control of their digital identity and personal reputation, identify the value systems that influence choices, define personal and “professional” goals, and build influence in a global society. Join us as we explore activities that can be implemented in classrooms immediately and help students launch their talents for the ultimate Type III!
Mission Mars at Rutgers
By the year 2040, NASA intends to send humans to Mars! Gifted students in our classrooms today are the scientists, engineers, pioneers, and innovators who will make that plan a reality. Before students can embark on the next great adventure of the human race, they must learn to take initiative, work autonomously, and persevere in the face of obstacles. They must become independent producers and problem solvers. Using the Enrichment Triad Model as an organizing framework, this session explores activities and processes that will help students prepare for the future and lead us deeper into space then we have ever been before. Join us as we review free internet resources, work through hands-on activities, and glimpse the possibilities for students.
NAGC 2016 Mission Mars and the Schoolwide Enrichment Model
By the year 2040, NASA intends to send humans to Mars! Gifted students in our classrooms today are the scientists, engineers, pioneers, and innovators who will make that plan a reality. To embark on the next great adventure, students will need to become creative and independent producers. Using the Enrichment Triad Model as a framework and Mars as a topic, this session demonstrates how students’ interests can be leveraged for advanced learning within and across disciplines. Join us as we review free Internet resources, share activities that can be implemented Monday, and help students develop the skills for awesomeness!
FutureCasting EduFest 2016
Help students find meaning in their work using FutureCasting. All too often we ask students to follow our curriculum, but do we really help them connect to learning emotionally, personally, and intellectually? Join us as we help students identify their talent and interest in order to become truly engaged learners.
EXE 502 Modules 8 and 9
The document discusses self-regulated learning. It defines self-regulated learning as students being metacognitively, motivationally, and behaviorally active in their own learning. Research shows that when the learning environment provides choice, complex tasks, opportunities for help-seeking and goal-setting, and explicit strategy instruction, students engage in self-regulated behaviors. Self-regulated learners set goals, use learning strategies, self-monitor, and adapt their efforts compared to low-achieving students. Certain factors like personal effort, motivation, and age can also influence self-regulated learning.
EXE 502 Lecture 5
The document provides information on motivation and self-regulated learning. It discusses intrinsic motivation and how it relates to competence, autonomy, and relatedness. It also discusses different types of motivation according to self-determination theory, including intrinsic motivation, external regulation, introjection, identification, and integration. The document suggests ways to increase student motivation in classrooms, such as making lessons interesting, useful, and tied to student identity and vision of the future. It also discusses the benefits of autonomy-supportive teachers and tips teachers can take to support student autonomy.
Contingency Management Lecture 4
This document provides information about classroom rights and responsibilities, Socratic seminars, and moral development. It discusses guidelines for participating respectfully and effectively in Socratic discussions. Examples of open-ended questions that could spark philosophical dialogue are presented. Kohlberg's stages of moral development are outlined. Brief dilemmas are posed to illustrate different levels of moral reasoning. The role of the leader in facilitating respectful exchange of ideas is described. Sources that informed the content are cited.
Contingency Management Lecture 3
This document discusses strategies for developing volitional control in the classroom. It suggests setting clear expectations, providing reminders when students lose focus, and establishing classroom structures to provide materials and recurring activities. It also notes opportunities for students to seek help from peers or resources instead of just the teacher. The document then discusses potential blocks to feeling in control, such as motivated self-deception, inaccurate verbalization of attitudes, and difficulties with accessibility that make it harder to maintain focus on attitudes. Finally, it includes activities asking students to reflect on their influence over past life events and whether they had more control than initially thought.
Contingency Management Lecture
The document discusses three key factors that influence motivation and self-determination: relatedness, competence, and autonomy. Relatedness refers to feeling connected to others, competence is the ability to succeed when faced with challenges, and autonomy is independence and freedom of choice. These three factors shape a person's willingness to engage and persist in different behaviors.
Contingency Management Lecture
This document discusses contingency management strategies for teachers, including building relationships with students, managing relationship expectations, and creating a learning environment where students are open to learning. It addresses helping students regulate their behaviors for success, take personal initiative in learning, and become aware of their needs to achieve their potential. The document also discusses challenges like generational differences and distractions that teachers may face in engaging students in active learning.
FutureCasting for iu13
FutureCasting, a framework of “life skills,” enables young people to connect who they are today with the person they will be in the future. Within this framework, students answer the questions “Who am I?” and “Who do I want to be?” The answers to these questions empower students to take control of their digital identity and personal reputation, identify the value systems that influence choices, define personal and “professional” goals, and become aware of how the choices they make today effect future opportunities. This session introduces teachers to FutureCasting and provides activities for participants that can be implemented immediately. Join us as we begin the work of helping students become the master of their own developmental trajectory and the hero of their own story!
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- 3. 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
- 10. “A child's greatest achievements are possible in play, achievements that tomorrow will become her basic level of real action.” Vygotsky
- 12. 3rd
- 17. Over 1/2 reported Academics had been “very difficult to handle”
- 19. BORED FRUSTRATED
- 26. 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
- 29. 4th
- 34. False praise can be as harmful as no praise!
- 40. The Year of… EVEN GREATER EXPECTATIONS
- 41. 5th
- 43. I have not failed 1000 times… -Thomas Edison
- 44. I have not failed 1000 times… I have successfully discovered 1000 ways to NOT make a light bulb. -Thomas Edison
- 48. 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
- 51. Fear of Failure Goal Achievement Opportunities
- 52. “Fear of Failure” Signs: • Worry what others will think • Attempt to lower expectations • Physical symptoms • Procrastination
- 58. The Year of… A NEW HOPE
- 59. 6th
- 60. Risk Taking
- 62. Increased Sense of Control
- 65. 5 Categories of Risk Intellectual Social Emotional Physical Spiritual (Neihart, 1999)
- 67. Resilience
- 68. Upon returning to my school site after the summer break, I was informed that my gifted students… From the Email
- 69. …made the most growth that our school has ever seen for the 5th grade gifted population. From the Email
- 75. 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