Uploaded byBrian Housand
Superheroes and the Gifted
This document summarizes information about giftedness and superheroes. It discusses that superheroes have extraordinary abilities and are motivated by a mission. It then provides definitions of giftedness, noting myths and misconceptions, and outlines characteristics like asynchronous development, creativity, and intensity. The document also summarizes different profiles of gifted individuals including the successful, creative, underground, at-risk, and twice exceptional. It discusses overexcitabilities and creativity types. The summary concludes that gifted individuals should develop their strengths and work to overcome weaknesses.
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Superheroes and the Gifted
- 1. WITH GREAT POWER COMES GREAT RESPONSIBILITY SUPERHEROES & THEGIFTED brianhousand.com
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- 3. UNIVERSITY of NORTHCAROLINA WILMINGTON WATSON COLLEGE of EDUCATION AIG
- 4. 2019 Summer TOUR May28 - 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
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- 11. “With great powerthere must also come — great responsibility”
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- 26. In brightest day, inblackest night, No evil shall escape my sight. Let those who worship evil's might, Beware my power, Green Lantern's light!!!
- 29. What does itmean to be GIFTED?
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- 33. The only thingthat any two gifted experts can agree upon is the incompetence of a third. Dr. Rick Courtright Duke TIP
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- 38. “Giftedness is asynchronousdevelopment 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)
- 39. Gagne’s Differentiated Model ofGiftedness and Talent
- 40. “I’m more thanjust a mind.”
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- 42. 8GREATGRIPES 1. No oneexplains 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 THEUNDERGROUND THE AT-RISK THE TWICE EXCEPTIONAL THE AUTONOMOUS LEARNER BETTS’ PROFILES OF GIFTED
- 45. THE SUCCESSFUL •As manyas 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 •Challengingwhen 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 schoolfemales 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 withadults & 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 •Physicallyor 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 •Selfconfident •Enthusiastic •Desire to know & learn •Accepts failure •Intrinsic motivation •Personal power •Accepting of self and others
- 57. THE SUCCESSFUL THE CREATIVE THEUNDERGROUND THE AT-RISK THE TWICE EXCEPTIONAL THE AUTONOMOUS LEARNER BETTS’ PROFILES OF GIFTED
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- 60. IS INSIDE OF USALL CREATIVITY
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- 62. The Artist Seeing beauty, creating beauty. The Thinker Deepthoughts, 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.
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