Nature and Social and Emotional Needs of

Gifted StudentsDay One

GT 30 Hour Institute

Original Presentation by: Janet NewtonECS Region XIII

Revised and Presented by: D’Les Gonzales, M.Ed.Bastrop Independent School District

Video : Think Different 10 Years Laterhttp://www.youtube.com/watch?v=MLcYyivv9AI&feature=related

ObjectivesToday you will…• investigate the historical, legal, and conceptual

understanding of gifted education• determine the characteristics and behaviors of

the gifted• examine the social and emotional needs of

gifted learners

What do these two things have in common?

Think of a gifted child…

• Open a Word Document or write on paper the student’s name• Take 2 minutes and free write about

that student• After typing or writing indicate with some

character the end of each writing session ***************************************• Share if you so desire, then save document

Myths and Realities

Activity: Agreement Circles

Myth

Reality

RealityReality

Reality

The History of GiftednessVideo: History of Giftedness

http://www.youtube.com/watch?v=aaHeAoRirDI

What do you know about GT’s History?

Activity: Scavenger Hunt Timeline• Via the Internet locate your time period and add date

to the event• Search and learn about other significant events near

that time period• Organize the timeline and post in designated areas• Whole group discussion regarding the changes of gifted

education over time

State Goal for Services for Gifted Students

“Students who participate in services designed for gifted students will demonstrate skills in self-directed learning, thinking, research, and communication as evidenced by the development of innovative products and performances that reflect individuality and creativity and are advanced in relation to students of similar age, experience, or environment. High school graduates who have participated in services for gifted students will have produced products and performances of professional quality as part of their program services.”Source: http://professorlamp.com/ed/TEA/Tx_State_Plan.html

Legal Requirements

Cards with definitions - "gifted and talented students” are… Activity: Gallery Method Research one of the topics below using the Texas State

Plan for the Education of Gifted/Talented Students handout as a guide to create an object/s for display that explains each area of the law (no sentences please!)

• Texas State Plan Sections 1-5• Chapter 29 – Educational Programs• Chapter 42 - Foundation School Program• Texas Administrative Code 89.1 – 89.5

Debriefing/Reflection

ThinkInk

Pair

Shar

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Areas of Giftedness

Video: Child Geniushttp://www.youtube.com/watch?v=7uAA-B-PZpA&feature=related

Activity: Phillips 66Read and discuss your topic from the Areas of Giftedness Chart. Act out or portray the assigned area with your group members.

• Creative Thinking• General Intellectual Ability• Specific Academic Ability• Leadership• Visual/Performing Arts• Psychomotor

Take 2 minutes and free write about your student from earlier.

Myths and Realities Continued Activity: Four Corners

When statements are read, go to the corner where your thoughts are the strongest.

Strongly Disagree

Disagree Agree

Strongly Agree

Quick discussion about each statement

Ten Important Topics• Characteristics• Asynchronous Development• Communication• Motivation• Discipline• Stress and perfectionism• Idealism, unhappiness, and depression• Peer relationships• Sibling relationships• Values, traditions, and uniqueness

Source: http://gateresources.blogspot.com"When Gifted Kids Don't have all the Answers" by Jim Delisle, Ph.D. & Judy Galbraith, M.A.

Identification and Cognitive Characteristics Video: The Boy Who Quacked Video: Dr. Linda Karges-Bone about gifted children http://www.youtube.com/watch?v=t4e-B1EQWvA http://www.youtube.com/watch?v=yU9dQt_SSNI

Activity: Divide the Groups1. Individually read each card.2. Determine which column each card goes in:

High Achiever… A Gifted Learner... A Creative Learner... 3. Then place the strip on the appropriate column. 4. Discuss as a whole group

Affective Characteristics

• Possess large amounts of information about emotions• May possess an unusual sensitivity to the feelings of others• Possess a keen or subtle sense of humor• Possess a heightened sense of self-awareness• Idealism and sense of justice appear at an early age• Develop inner controls early• Possess unusual emotional depth and intensity• Exhibit high expectations of self and others• Display a strong need for consistency in themselves and

others• Possess advanced levels of moral judgment

Source: (Chuska 1989; Clark 2002; Silverman 2000; Winebrenner 2001)

ResearchersName Area of Work Results

Renzulli Three-Ring Conception of Giftedness

creativity, above average ability, and task commitment

Sternberg Triarchic Theory of (Successful) Intelligence

analytical abilities, creative abilities, and practical abilities

Slocumb Removing The Mask of Giftedness in Poverty

need for equity when identifying students from poverty

Gardner Theory of Multiple Intelligences

verbal/linguistic, logical/mathematical, interpersonal, intrapersonal, naturalistic, visual/spatial, bodily/kinesthetic and musical/rhythmic

Tomlinson Differentiation need for differentiation

Silverman Upside- Down Brilliance: Visual-Spatial Learner

right hemisphere of brain perceives the whole, synthesizes, and apprehends movement in space

Debriefing/Reflection

ThinkInk

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Sensitive and Gifted Video: Highly Sensitive People

http://www.youtube.com/watch?v=u4Y8LSDLgVU&eurl=http%3A%2F%2Fvideo%2Egoogle%2Ecom%2Fvideosearch%3Fhl%3Den%26rlz%3D1T4ADRA%5FenUS333US333%26um%3D1%26q%3Dsensitive%2520students%26ndsp%3D18%26ie%3DUTF%2D8%26sa%3DN%26tab%3Div&feature=player_embedded

"The truly creative mind in any field is no more than this: A human creature born abnormally, inhumanly sensitive.

To him...a touch is a blow, a sound is a noise,

a misfortune is a tragedy, a joy is an ecstasy,

a friend is a lover, a lover is a god, and failure is death.

Add to this cruelly delicate organism the overpowering necessity to create, create, create - - - so that without the creating of music or poetry or books or buildings or something of meaning, his very breath is cut off from him. He must create, must pour out creation. By some strange, unknown, inward urgency he is not really alive unless he is creating."

-Pearl Buck-

Dabrowski’s – Over excitabilities

• Psychomotor – lots of energy• Sensual – heightened sensory awareness• Imaginational – vivid imagery and inventive• Intellectual – love of knowledge and

constantly asking probing questions• Emotional – deep relationships and concern

for others

Source: http://www.stephanietolan.com/dabrowskis.htm

Betts - Profiles of Gifted LearnersType I

The Successful

Type II

The Challenging

Type III

The Underground

Profiles of Gifted Learners

Type IV

The Dropout

Type V

The Twice Exceptional

Type VI

The Autonomous Learner

Profiles/Types Activity Activity: Problem Based Learning

1. Read your groups bio-card.2. Determine the type of learner and verify type (ask).3. Answer this question:

How will you meet the needs of this student in your classroom?

4. Research and discuss instructional strategies, individual needs, and emotional needs that will help you reach this student.

5. Present your student and share the groups ideas to the whole group.

Take 2 minutes and free write about your student from earlier.

Perfectionism

“Perfectionism is not about doing one's best, or about pursuing excellence; it's about the emotional conviction that perfection is the only route to personal acceptance. It is the emotional conviction that by being perfect, one can finally be acceptable as a person. Perfectionism is a burden that takes a heavy toll.”

Dr. Tom Greenspon

+ Positive +drives energy which leads to

great achievement

- Negative -punishes attitude towards one's own efforts can cripple

the imagination

Source: http://www.ctd.northwestern.edu/resources/displayArticle/?id=110

Pursuit of Excellent vs. Perfectionismdoing the research necessary for a term paper, working hard on it, turning it in on time, and feeling good about it

doing three drafts, staying up two nights in a row, and handing your paper in late because you had to get it right - and still feeling bad about it

studying for a test ahead of time, taking it with confidence, and feeling good about your score of 96

studying at the last minute (after three days of chronic procrastination), taking the test with sweaty palms, and feeling depressed about your 96 because a friend got a 98

choosing to work on group projects because you enjoy learning from the varied experiences and approaches of different people

always working alone because no one can do as good a job as you and you're not about to let anyone else slide by on your "A"

being willing to try new things, take risks, and learn from your experiences and your mistakes

avoiding new experiences because you're terrified of making mistakes

Source: http://www.hoagiesgifted.org/perfectionHG.htm

Debriefing/Reflection

ThinkInk

Pair

Shar

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Giftedness & Poverty State Wide

2,979, 292 students in Texas schools

1,708,833 economically

disadvantaged students in Texas

57% of student population is economically

disadvantaged

221, 624 identified GT students in Texas schools

51,266 identified GT/economically disadvantaged

students in Texas

23% of GT population is economically

disadvantaged

Source: TEA basted on data from 2004-5

Percents should match to have equitable identification GT

students

Giftedness & Poverty Region XIII

208,228 students in Region XIII

92,810 economically disadvantaged

students

45% of student population is economically

disadvantaged

15,006 identified GT students in

Region XIII

1,707 identified GT/economically disadvantaged

students

11% of GT population is economically

disadvantaged

Source: TEA basted on data from 2004-5

Percents should match to have equitable identification GT

students

Giftedness & PovertyProblem: Students of poverty are not being identified at the same percentages as other students.

Activity: Six Thinking HatsRead and review the information from Comparison of Attributes handout. Using designated colored hat, look at this problem from each perspective. Share thoughts with table, then as a whole.

White – look at dataRed – feelingsBlack – judgmentYellow – positive attitudeGreen – creative solutionsBlue – leader changes styles

Issues for Gifted StudentsVideo: Movie Trailer, Martin Childhttp://www.youtube.com/watch?v=Fo--9mYFpVM&feature=PlayList&p=F439ED2E381B9F50&playnext=1&playnext_from=PL&index=101

Video: Heavy metal and gifted children http://www.youtube.com/watch?v=WAnb-RjBlig

depression

Gifted Students Need• a place where they can be themselves• a place where they can feel safe and supported• opportunities to learn at their own speed, opt out of

work they already know and understand, study things that interest them, go beyond the basics, work with abstract concepts that require more than simple thinking, work with peers who share their interests and abilities, and participate in options that connect their learning to the "real world”

• their education to be challenging, rewarding, stimulating, meaningful, and enjoyableVideo: Little Man Tate 2

http://www.youtube.com/watch?v=-2ky7M8RfNk&feature=related

Source: http://gateresources.blogspot.com"When Gifted Kids Don't have all the Answers" by Jim Delisle, Ph.D. & Judy Galbraith, M.A.

Team Building and Social Skills

• Creates bonds• Allows for interaction• Builds trust• Generates sense of community

Activities:1. Chocolate/Teamwork River2. Awareness Card Game3. Human Knot

Debriefing/Reflection

ThinkInk

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Shar

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Eight Great Gripes of Gifted Kids1. No one explains what being gifted is all about - it's kept a big

secret.2. School is too easy and too boring.3. Parents, teachers, and friends expect us to be perfect all the time.4. Friends who really understand us are few and far between.5. Kids often tease us about being smart.6. We feel overwhelmed by the number of things we can do in life.7. We feel different and alienated.8. We worry about world problems and feel helpless to do anything

about them.

Source: http://gateresources.blogspot.com/2008/04/eight-great-gripes-of-gifted-kids.html

Video: Gifted finallllll seriouslySource: http://vimeo.com/200273

What Teachers Can Do“When the student is ready, the teacher will appear."

So you will need to be…cReaTiVe

Flexible

knowledgeable

AWARE

Well Trained

Caring

Empathetic

Differentiation for GT

Content

Process

Product

Source: www.tki.org.nz/r/gifted/reading/img/differen.gif

Ideal Classrooms

• will balance open-ended, stimulating, and creative opportunities for divergent thinking and analysis with meaningful, practical activities that involve day-to-day living.

• should be filled with samples of students made products• is geared to the various ways children learn• will also feature individualized instruction, or teaching

that matches students' ability levels• will change with the developmental needs of the

childrenSource: http://gateresources.blogspot.com"When Gifted Kids Don't have all the Answers" by Jim Delisle, Ph.D. & Judy Galbraith, M.A.

Program Options for GT Learners in BISD

• High School– The International Baccalaureate (IB) Program is an internationally

recognized curriculum that offers 11th and 12th grade students an opportunity to earn the IB diploma. (Goal for Bastrop ISD to be an IB School by 2012).

– The Distinguished Achievement Program (AP) replaces the Advanced High School Program and Advanced with Honors High School Program.

• Intermediate/Middle School– Pre-Advanced Classes in the core subject areas with cluster grouping.– Pull-out program and classes to meet needs.

• Elementary School– Cluster Grouping– Pull-out program

Summing it all up

• Gifted kids need a place where they can be themselves.

• Gifted kids need a place where they can feel safe and supported.

• Gifted learners must be given stimulating educational experiences appropriate to their level of ability if they are to realize their potential.

Source: http://gateresources.blogspot.com"When Gifted Kids Don't have all the Answers" by Jim Delisle, Ph.D. & Judy Galbraith, M.A.

Summing it all up

• Traditional education currently does not always sufficiently value gifted minds.

• When given the opportunity, gifted students can use their vast amount of knowledge to serve as a background for unlimited learning.

• Like all kids, gifted kids have the right to the best education for them.

Source: http://gateresources.blogspot.com"When Gifted Kids Don't have all the Answers" by Jim Delisle, Ph.D. & Judy Galbraith, M.A.

Debriefing/Reflection

Think

Ink

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Shar

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Top 5 NotablesWrite about your Top 51. 2. 3. 4. 5.

Free write a final thought/s about your student from earlier.Video: Think Different 2007 http://www.youtube.com/watch?v=YHineBZTpNw&NR=1