This document provides information about serving advanced and gifted secondary students. It discusses the growth in Advanced Placement (AP) exam participation between 2005 and 2009. It notes that having AP courses on a student's transcript increases their chances of college acceptance. However, AP courses may not always be the best match for gifted students' needs. The document outlines some of the challenges gifted students face and stresses the importance of providing guidance for future planning, support for personal development, and instruction in self-regulation skills for these students.
Poor academic performance; low student and staff morale; prevalent discipline issues-sound familiar? In an era infatuated with achievement test scores, educators struggle to find an appropriate balance between demonstrating that students are, indeed, learning while also providing rigorous and relevant lessons which engage students’ minds and hearts. This session will inspire participants to empower students to be learners no matter where they lie on the continuum of achievement.
NJEA 2013 - Effective parent collaboration to support students with disabilitiesdirector_familyservices
Participants will learn a variety of strategies to promote effective collaboration between parents and staff in order to boost classroom success for students with disabilities.
Musings on feedback and challenge in education.
Based around John Hattie's Visible learning, Kim Scott's Radical Candour, Adam Grant's ideas on feedback and The Culture code by Daniel Coyle
This PowerPoint is aligned with the book, Teaching with Poverty in Mind by Eric Jensen. We used this book for our district offered credit for teachers.
Poor academic performance; low student and staff morale; prevalent discipline issues-sound familiar? In an era infatuated with achievement test scores, educators struggle to find an appropriate balance between demonstrating that students are, indeed, learning while also providing rigorous and relevant lessons which engage students’ minds and hearts. This session will inspire participants to empower students to be learners no matter where they lie on the continuum of achievement.
NJEA 2013 - Effective parent collaboration to support students with disabilitiesdirector_familyservices
Participants will learn a variety of strategies to promote effective collaboration between parents and staff in order to boost classroom success for students with disabilities.
Musings on feedback and challenge in education.
Based around John Hattie's Visible learning, Kim Scott's Radical Candour, Adam Grant's ideas on feedback and The Culture code by Daniel Coyle
This PowerPoint is aligned with the book, Teaching with Poverty in Mind by Eric Jensen. We used this book for our district offered credit for teachers.
Dr. Carol V. Horn, K-12 Program Coordinator, Fairfax County Public Schools, Virginia
The Young Scholars Initiative has increased the proportion of historically underrepresented students in Fairfax County’s K-8 advanced academic programs. Learn how flexible grouping, summer school, and after-school programs provide an educational setting that raises students’ personal expectations and prepares them for more challenging and rigorous course work and academic programs.
Meaning, Definition, Characteristics, Causes or Factors Affecting Giftedness, Types of Giftedness, Tools for Identification and Assessment of Giftedness.
A presentation created by nina AGNELLO and deborah CANIAC while Americorps volunteers. This ispresently being used by the Erie School District in Erie, PA for their middle schoolers.
What makes online interactions beneficial? How does quality productivity in a digital environment support the building of your personal brand? Find out in today's lecture!
What makes up a person's digital identity? Why should students control the information available about them online? What are the most popular social media outlets?
In the year 2030, NASA intends to send humans to Mars (the red planet). Gifted students in our classrooms today are the scientists, engineers, pioneers, and innovators who will make that plan a reality, but they cannot accomplish this without motivation, determination and perseverance. These students must learn the skills that will enable them to take initiative, work autonomously, make decisions, and persevere in the face of obstacles to become the creative and independent producers that the future needs. Join us as we explore activities that support students in developing the strategies for awesomeness.
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!
In the year 2035, NASA intends to send humans to Mars (the red planet). Gifted students in our classrooms today are the scientists, engineers, pioneers, and innovators who will make that plan a reality, but they cannot accomplish this without motivation, determination, and perseverance. These students must learn the skills that will enable them to take initiative, work autonomously, make decisions, and persevere in the face of obstacles to become the creative and independent producers that the future needs. Join us as we explore activities that support students in developing the strategies for awesomeness.
FutureCasting provides a systematic framework that enables individuals to navigate the environments they encounter, achieve the goals they set, and establish a network of support for both personal and “professional” advancement. The program results in tangible outcomes related to personal brand, digital footprint, citizenship, and online presence.
FutureCasting at Duke TIP Summer InstituteAngela Housand
Futurecasting is a program that provides a systematic framework for adolescents and young adults that will enable them to navigate the environments they encounter, achieve the goals they set, and establish a network of support for both personal and “professional” advancement. The program results in tangible outcomes related personal identity formation, digital footprint awareness, and online presence. Become the hero of your own story with FutureCasting!
By 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, but they cannot accomplish this without motivation, determination and perseverance. These students must learn the skills that will enable them to take initiative, work autonomously, make decisions, and persevere in the face of obstacles to become the creative and independent producers that the future needs. Join us as we explore activities that support students in developing the strategies for awesomeness.
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!
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!
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!
The Internet provides access to information and enables connection in ways that no generation before has ever experienced. While gifted students in our classrooms may have the intellectual maturity for Internet participation, they may lack the social and emotional maturity. How then do we help them develop the skills of digital citizenship while maintaining safe boundaries and limiting their access to the Internet? This session introduces teachers to FutureCasting and provides activities for participants that can be implemented immediately. Join us as we help students use technology to be productive, participate in an online community, and develop a digital presence!
The Internet has become the great equalizer of the 21st Century. Today, gifted students have access to information and networks of influence previously reserved for adults. With this access, comes great opportunity and great responsibility. Gifted students can pursue interests, showcase their abilities, and even advance their career before ever leaving middle school, but are they ready to launch their talent onto a global stage?
Attaining success requires resiliency in order to overcome challenges along the way. Yet many advanced learners expect to “get the right answer” on their first attempt and once faced with truly challenging situations, give up before trying. This session provides parents with strategies to support high potential youth as they engage in the struggles that lead to meaningful SUCCESS.
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.
Serendipity, that unexpected but fortunate discovery or learning experience that happened accidentally, is often characterized by successful people as a “chance encounter” or a “lucky break”. In reality, luck is what happens when preparation meets opportunity (Roman Philosopher, Seneca), and gifted students in particular have the preparation, but may not have the skills to leverage technology to create opportunities. This session highlights how gifted students are uniquely qualified to leverage technology to achieve their goals, illustrates the strategies successful individuals use to make their own luck, and provides concrete examples and activities that can be applied in classrooms or at home to enable gifted students to manifest their potential for self-fulfillment and the betterment of society.
Futurecasting for Kansas Association for the Gifted, Talented, & CreativeAngela Housand
Digital Citizenship through Self-Awareness
FutureCasting™ is a curriculum of “life skills” that enables individuals of all ages 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.
The goals of FutureCasting™ are to:
1. Increase individuals’ self-awareness, engagement in learning, and achievement
2. Enable individuals to develop globally recognized digital identities
3. Prepare individuals to contribute positively to local, national, and global communities.
The FutureCasting™ framework provide the necessary knowledge, tools, and skills to create a digitally responsible and influential online identity while serving numerous educational goals. For example, Millennials (individuals aged 10-25), have never known a life without computers and access to the Internet. However, just because Millennials are “digital natives” does not mean they know how to use technology responsibly or effectively leverage the ubiquitous information available online. FutureCasting™ enables them to learn the skills of digital citizenship: Being responsible producers and critical consumers of information on the Internet. Skills like conducting research online, developing a professional network, and creating a website are combined with critical self-examination to help users attain truly integrated success.
FutureCasting™ has the potential to benefit anyone who wants to increase their online presence, align their digital footprint with personal and professional goals, or learn the skills of socially responsible action. Students, ages 12-25, can use FutureCasting™ to create a digital portfolio that reflects the intersection of personal interests with academic productivity. Meanwhile adults entering the workforce can use FutureCasting™ to develop an online presence that highlights their unique talents; making their successes more accessible to future employers and putting them ahead of their competition.
In an era when information and opportunities are driven by access to information on the Internet, a tool like FutureCasting™ is what empowers people to leverage that information to catapult themselves into a future of their own design.
Carolina Forest International Elementary is implementing gifted pedagogy for all of the second grade students. This presentation is a first step in supporting teachers in that process.
Using the Schoolwide Enrichment Model Reading framework with emergent readers. SEM-R with alignments to science curriculum, technology use, and U-STARS PLUS.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Normal Labour/ Stages of Labour/ Mechanism of LabourWasim Ak
Normal labor is also termed spontaneous labor, defined as the natural physiological process through which the fetus, placenta, and membranes are expelled from the uterus through the birth canal at term (37 to 42 weeks
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
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)