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TRANSCRIPT
Social Emotional Development of
Gifted Students:
Implications for Nurturing the Gifted at
School
Dr Rachel ZORMAN
Henrietta Szold Institute, Israel
5 December 2018 (Wednesday)
The Henrietta Szold InstituteThe National Institute for Research in the Behavioral Sciences
R a c h e l Zo rman , Ph . D .
Enhancing Social-Emotional Development of Gifted StudentsEDUCATOR WORKSHOP
Contents
I . I n t rodu ct ion : Th e H en r i e t t a S z o ld I n s t i t u t eI I . R e sea r c h : F in d ing s o n so c i a l - emot iona l dev e lopment o f
g i f t ed s t u den t sI I I . N eed s o f g i f t ed s t u den t s b a s ed o n t h e se f in d ing sI V . Use fu l p edagog ie s fo c u s ing o n t h e se n eed sV. S u c c e s s fu l p o l i c i e s a n d p r ogra ms a dd r e s s ing t h e se n eed s
T h e H e n r i e t t a S z o l d I n s t i t u t eT h e N a t i o n a l I n s t i t u t e f o r R e s e a r c h i n t h e B e h a v i o r a l S c i e n c e s
Chairman of the Board :Ms. Shlomit Amichai
Execut ive Di rector :Dr. Rachel Zorman
T h e H e n r i e t t a S z o l d I n s t i t u t eT h e N a t i o n a l I n s t i t u t e f o r R e s e a r c h i n t h e B e h a v i o r a l S c i e n c e s
Enhancing the qua l i ty of the I s rae l i educat ional and soc ia l sys tems
Provid ing app l ied research and eva luat ion serv ices to educat ion and soc ia l serv ice pract i t ioners and dec i s ion makers
Mission Vision
Department of Educational and Psychological Measurement
• Adapt ing ind iv idua l in te l l i gence t e s t s ( t r an s l a t ion , adap ta t ion and norming : the Kaufman and the Wechs l e r )
• Deve lop ing and admin i s t e r ing t e s t s to ident i fy g i f t ednes s among a l l e l ementa ry s choo l s tudent s in I s r ae l
• Deve lop ing and admin i s t e r ing ach ievement and mat r i cu l a t ion t e s t s
• Prov id ing t r a in ing fo r educa tor s
Department of Educational and Psychological Measurement
The Everest Program
i dent i fy ing and nur tur ing t a l en t in mus i c , s c i ence , a r t and spor t s
among e l ementa ry s choo l s tudent s f rom d ive r se popu la t ions
National Mentor ing Program
match ing h igh ly g i f t ed ado le s cent s w i th p ro fe s s iona l mentor s in the i r f i e ld o f in te re s t to work on jo in t p ro jec t s
Contents
I . I n t rodu ct ion : Th e H en r i e t t a S z o ld I n s t i t u t eI I . R e sea r c h : F in d ing s o n so c i a l - emot iona l dev e lopment o f
g i f t ed s t u den t sI I I . N eed s o f g i f t ed s t u den t s b a s ed o n t h e se f in d ing sI V . Use fu l p edagog ie s fo c u s ing o n t h e se n eed sV. S u c c e s s fu l p o l i c i e s a n d p r ogra ms a dd r e s s ing t h e se n eed s
S o c i a l – E m o t i o n a l D e v e l o p m e n t o f G i f t e d C h i l d r e n a n d A d o l e s c e n t s
Asynchrony
A sy nc hrony b e t w een c o g n i t i ve dev e lopment an d p h y s i c a l an d so c i a l -em o t iona l dev e lopment i s a de f in ing e l em ent o f g i f t ednes s a n d in so m e s t u dent s , i t p r ov oke s a q u a l i t a t i v e ly d i f f e r ent so c i a l e x p e r i enc e
( W i l e y , 2 0 1 6 , p . 4 )
”
“
https://youtu.be/UUe3KdKzrjQ
S o c i a l – E m o t i o n a l D e v e l o p m e n t o f G i f t e d C h i l d r e n a n d A d o l e s c e n t s
Great Variance
• Cop ing w i th deve lopment a l c h a l l enge s( indus t ry v s . in fe r io r i ty , s en se o f i dent i ty)
• Deve lop ing c o nc ept s o f m o r a l i t y
• Es tab l i sh ing p ee r r e l a t ionsh ip s
S o c i a l – E m o t i o n a l D e v e l o p m e n t o f G i f t e d C h i l d r e n a n d A d o l e s c e n t s
Protective Factors
• Healthy per fect ionism ( P a r k e r , 2 0 0 2 )
• Se l f- worth
• Sense of connect ion to parents and fami ly
• School belonging( M u l l e r , 2 0 0 9 )
S o c i a l – E m o t i o n a l D e v e l o p m e n t o f G i f t e d C h i l d r e n a n d A d o l e s c e n t s
Perfectionism( P a r k e r , 2 0 0 2 )
do not set high self-expectations and are not concerned about mistakes.
set high self-expectations, feel that significant people are very demanding, avoid situations which make them seem incompetent.
set high self-expectations and are well organized, committed and agreeable.
Non- perfectionists
Dysfunctional perfectionists
Healthy perfectionists
S o c i a l – E m o t i o n a l D e v e l o p m e n t o f G i f t e d C h i l d r e n a n d A d o l e s c e n t s
Protective Factors( M u l l e r , 2 0 0 9 )
Self- worth- fostered by self-regulation, metacognitive and study skills and by enhanced academic self-perception
Sense of connection - to parents and family
Effect of school belonging – more than twice as large for gifted students
S o c i a l – E m o t i o n a l D e v e l o p m e n t o f G i f t e d C h i l d r e n a n d A d o l e s c e n t s
Factors Relating to Gender Difference
Different interactions with teachers Attribution of success and failure
(Barber & Torney-Purta 2008; Hollinger, 1991).
Challenges in interactions with peers(Luftig & Nichols, 1990; Schwartz, 1994)
Fear of success (Schwartz, 1991)
Modes of preference in test taking and class interaction
Res i l ience Perseverance to focus on
s t rengths Effect ive problem solv ing Se l f advocacy sk i l l s
Gi f ted Students with ASD –most a f fected by the syndrome( F o l e y - N i c p o n , 2 0 1 6 )
S o c i a l – E m o t i o n a l D e v e l o p m e n t o f G i f t e d C h i l d r e n a n d A d o l e s c e n t s
Factors enhancing success amongtwice exceptional students
Contents
I . I n t rodu ct ion : Th e H en r i e t t a S z o ld I n s t i t u t eI I . R e sea r c h : F in d ing s o n so c i a l - emot iona l dev e lopment o f
g i f t ed s t u den t sI I I . N eed s o f g i f t ed s t u den t s b a s ed o n t h e se f in d ing sI V . Use fu l p edagog ie s fo c u s ing o n t h e se n eed sV. S u c c e s s fu l p o l i c i e s a n d p r ogra ms a dd r e s s ing t h e se n eed s
Learn to acknowledge, interpret and dea l with fee l ings
Develop a growth mindset Relate to percept ion of soc ia l
expectat ions Develop sk i l l s necessary to delve
into content areas , such as f lex ib i l i ty & group work
S o c i a l – E m o t i o n a l N e e d s o f G i f t e d C h i l d r e n a n d A d o l e s c e n t s
General Needs of Gifted Students
S o c i a l – E m o t i o n a l N e e d s o f G i f t e d C h i l d r e n a n d A d o l e s c e n t s
Needs of Gifted Adolescents
Enhance a sense of belonging to school
Mainta in a sense of connect ion to parents and fami ly
Strengthen se l f worth and a bel ie fin one’s se l f
Explore content areas and interest sto establ i sh unique ident i ty
S o c i a l – E m o t i o n a l N e e d s o f G i f t e d C h i l d r e n a n d A d o l e s c e n t s
Specific Needs of Gifted Females
Crea te a soc i a l suppor t sy s tem
Des ign l ea rn ing env i ronment s in l ine w i th p re fe r r ed work s ty l e s
Nurture an in s t rumenta l s e l f pe r cep t ion
In teg ra te mul t ip l e i dent i t i e s and ro le s
S o c i a l – E m o t i o n a l N e e d s o f G i f t e d C h i l d r e n a n d A d o l e s c e n t s
Specific Needs ofTwice Exceptional Students
Adopt s t rategies for se l f control Develop s t rategies to cope with
emotional and behaviora l cha l lenges of syndrome
Capita l ize on areas of s t rength Acquire soc ia l sk i l l s to interact
with peers with s imi lar interest s
H o w t o a d d r e s s s o c i a l - e m o t i o n a l n e e d s ?
Dynamic Interplay between gifted student and the surrounding environment
Culture
Community
Peers
Family
School
Gifted students
Contents
I . I n t rodu ct ion : Th e H en r i e t t a S z o ld I n s t i t u t eI I . R e sea r c h : F in d ing s o n so c i a l - emot iona l dev e lopment o f
g i f t ed s t u den t sI I I . N eed s o f g i f t ed s t u den t s b a s ed o n t h e se f in d ing sI V . Use fu l p edagog ie s fo c u s ing o n t h e se n eed sV. S u c c e s s fu l p o l i c i e s a n d p r ogra ms a dd r e s s ing t h e se n eed s
Feedback for SuccessDiv ide in t o Pa i r sOn e i s a t e a c h e r an d t h e o t h e r i s a s t udentS i t u a t ion de s c r ip t ionKa r en r e c e i v e s a 9 5 o n h e r s p e l l ing t e s tTh e t e a c h e r g i v e s f e edb a ck t o Ka r en
Feedback for FailureC h a n g e r o l e sS i t u a t i o n D e s c r i p t i o nR i c h a r d r e c e i v e s a 6 0 o n h i s s p e l l i n g t e s tT h e t e a c h e r g i v e s f e e d b a c k t o R i c h a r dA f t e r t h e f e e d b a c k , d i s c u s s h o w d i d y o u f e e l a s t h e t e a c h e r a n d a s t h e s t u d e n t ?W h a t w a s m o s t m o t i v a t i n g ? M o s t c h a l l e n g i n g ?
https://youtu.be/KUWn_TJTrnU
S u c c e s s f u l P r a c t i c e s A d d r e s s i n g S o c i a l - E m o t i o n a l N e e d s o f G i f t e d S t u d e n t s
Promoting Growth OrientationFixed & Growth Mindsets ( D w e c k , 2 0 0 6 )
S u c c e s s f u l P r a c t i c e s A d d r e s s i n g S o c i a l - E m o t i o n a l N e e d s o f G i f t e d S t u d e n t s
Why is Feedback important?
Enhances achievement among students
Fosters act ive involvement of s tudents in learning
Enhances se l f eva luat ion
Increases motivat ion and pos i t ive se l f image
Creates meaningful d ia logue
Changes s t rategies of teaching in l ine with feedback
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S u c c e s s f u l P r a c t i c e s A d d r e s s i n g S o c i a l - E m o t i o n a l N e e d s o f G i f t e d S t u d e n t s
How to Provide Effective Feedback?Phases in provid ing feedback
Clar i fy that the purpose i s to improve, not to destroy
Focus on behaviors that can improve
Begin with pos i t ive feedback
Descr ibe the behavior and how to dea l with i t
Try to end with pos i t ive feedback
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S u c c e s s f u l P r a c t i c e s A d d r e s s i n g S o c i a l - E m o t i o n a l N e e d s o f G i f t e d S t u d e n t s
Providing Feedback for Success
Investment of effort
You invested a lot of effort in this work, as evident in your thoughtful answers andin reaching your conclusions carefullyon the basis of the data
S u c c e s s f u l P r a c t i c e s A d d r e s s i n g S o c i a l - E m o t i o n a l N e e d s o f G i f t e d S t u d e n t s
Providing Feedback for Success
Strengthening originality
Your ideas about designing a game to teach the rules of multiplication are very original
S u c c e s s f u l P r a c t i c e s A d d r e s s i n g S o c i a l - E m o t i o n a l N e e d s o f G i f t e d S t u d e n t s
Providing Feedback for Success
Enhancing consistency (did not happen by luck)
As in other times, you dealt with the challenge of designing an experiment about the conditions necessary for plant growth very well
C r e a t e d b y F r e e p i k
S u c c e s s f u l P r a c t i c e s A d d r e s s i n g S o c i a l - E m o t i o n a l N e e d s o f G i f t e d S t u d e n t s
Providing Feedback for Success
Strengthening the belief in the ability to grow
When I heard your description of the problem, I realized that you really improved your ability to describe the issues and to find appropriate solutions for them
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S u c c e s s f u l P r a c t i c e s A d d r e s s i n g S o c i a l - E m o t i o n a l N e e d s o f G i f t e d S t u d e n t s
Providing Feedback for ChallengesThe Power of “Not Yet”
Stress that the challenge is specific, not general
Just in this task, you did not apply your knowledge about causality yet. I am certain that if you practice, you can apply your knowledge in the next tasks.
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S u c c e s s f u l P r a c t i c e s A d d r e s s i n g S o c i a l - E m o t i o n a l N e e d s o f G i f t e d S t u d e n t s
Providing Feedback for ChallengesThe Power of “Not Yet”
Focus on improvement
I am sure that if you try hard, you will be able to think about a better example showing the causal relationship between the weather and plant growth. You may get some ideas from the experiments that you performed onplant growth.
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S u c c e s s f u l P r a c t i c e s A d d r e s s i n g S o c i a l - E m o t i o n a l N e e d s o f G i f t e d S t u d e n t s
Providing Feedback for ChallengesProvide normative information (You are not the only one with the problem)
As happens to many other people, it is complicated to think about all of the interactions between the events that led to World War II.
I am sure you can make several meaningful connections between these events.
In your opinion, where can you find moreInformation on these connections?
S u c c e s s f u l P r a c t i c e s A d d r e s s i n g S o c i a l - E m o t i o n a l N e e d s o f G i f t e d S t u d e n t s
Providing Feedback for ChallengesEspecially for Twice Exceptional Students
Focus on efforts to address challenges and offer help
Instead of:You need to listen more in English lessons.
Say:Your efforts to listen in English lessons are commendable. Let’s think together about additional ways to succeed in English.
S u c c e s s f u l P r a c t i c e s A d d r e s s i n g S o c i a l - E m o t i o n a l N e e d s o f G i f t e d S t u d e n t s
Providing Feedback for ChallengesEspecially for Twice Exceptional Students
Focus on efforts to address challenges and offer help
Instead of:You were late many times in coming to school.
Say:I value your efforts to get to school on time. I know how much it demands from you.Let’s think of several ways to get to school on time.
C r e a t e d b y R a w p i x e l . c o m - F r e e p i k . c o m
S u c c e s s f u l P r a c t i c e s A d d r e s s i n g S o c i a l - E m o t i o n a l N e e d s o f G i f t e d S t u d e n t s
Cycle of Growth Oriented Feedback –Involving All Stakeholders ( Z o r m a n , 2 0 1 6 ) Students Set
holistic goals
Sum up feedback and its
implication
Students gather data on reaching
goals
Students present
self-assessment
Teachers and parents
provide feedback
Feedback for SuccessDiv ide in t o Pa i r sO n e i s a t e a c h e r a n d t h e o t h e r i s a s t u dentS i t ua t ion de s c r ip t ionKa r en r e c e i v e s a 9 5 o n h e r s p e l l ing t e s tTh e t e a c h e r g i v e s f e edb a ck t o Ka r en , u s in g t h e f eedb a ck s t r a t eg ie s t h a t w e d i s c u s s ed
Feedback for challengeC h a n g e r o l e sS i t u a t i o n D e s c r i p t i o nR i c h a r d r e c e i v e s a 6 0 o n h i s s p e l l i n g t e s t
T h e t e a c h e r g i v e s f e e d b a c k t o R i c h a r dA f t e r t h e f e e d b a c k , d i s c u s s w h a t w a s d i f f e r e n ti n t h e f e e d b a c k ? I n y o u r f e e l i n g s ?
Contents
I . I n t rodu ct ion : Th e H en r i e t t a S z o ld I n s t i t u t eI I . R e sea r c h : F in d ing s o n so c i a l - emot iona l dev e lopment o f
g i f t ed s t u den t sI I I . N eed s o f g i f t ed s t u den t s b a s ed o n t h e se f in d ing sI V . Use fu l p edagog ie s fo c u s ing o n t h e se n eed sV. S u c c e s s fu l p o l i c i e s a n d p r ogra ms a dd r e s s ing t h e se n eed s
S u c c e s s f u l P o l i c y a n d P r a c t i c e s A d d r e s s i n g S o c i a l- E m o t i o n a l N e e d s i n G i f t e d E d u c a t i o n i n I s r a e l
Holistic Conceptualization
Focus on invest igat ion in content areas
Higher order sk i l l s and competencies
Socia l-emotional va lues
Didact ic-organizat iona l unique pedagogies
of Core GuidelinesZ o r m a n , N a d l e r & Z e l t s e r ( i n p r e s s )
S u c c e s s f u l P r a c t i c e s A d d r e s s i n g S o c i a l - E m o t i o n a l N e e d s o f G i f t e d S t u d e n t s
The ecological process of counseling : First phase – acceptance to magnet enrichment centersZ o r m a n , N a d l e r & Z e l t s e r ( i n p r e s s ) Culture
Express expectations and uniqueness
Conduct parent meetings
Foster group cohesiveness
Divide students into classesCommunicate with regular school
Contact community services
Connect with cultural organizations
Community
Peers
Family
School
Gifted students
S u c c e s s f u l P r a c t i c e s A d d r e s s i n g S o c i a l - E m o t i o n a l N e e d s o f G i f t e d S t u d e n t s
The ecological process of counseling : Second phase – counseling during the yearZ o r m a n , N a d l e r & Z e l t s e r( i n p r e s s )
Culture
Integrate social-emotional activities into curriculum
Conduct parent meetings
Enhance group cohesiveness
Lead in-service training for teachersWork with regular school
Work with community services
Work with cultural organizations
Community
Peers
Family
School
Gifted students
Regional Responsibility ProgramsZ o r m a n , N a d l e r & Z e l t s e r ( i n p r e s s )
S u c c e s s f u l P o l i c y a n d P r a c t i c e s A d d r e s s i n g C o g n i t i v e a n d S o c i a l - E m o t i o n a l N e e d s i n G i f t e d E d u c a t i o n i n I s r a e l
National Responsibility ProgramsZ o r m a n , N a d l e r & Z e l t s e r ( i n p r e s s )
S u c c e s s f u l P o l i c y a n d P r a c t i c e s A d d r e s s i n g C o g n i t i v e a n d S o c i a l - E m o t i o n a l N e e d s i n G i f t e d E d u c a t i o n i n I s r a e l
The National Mentoring ProgramZ o r m a n , N a d l e r , Z e l t s e r & B a s h a n ( 2 0 1 8 )
S u c c e s s f u l P o l i c y a n d P r a c t i c e s A d d r e s s i n g C o g n i t i v e a n d S o c i a l - E m o t i o n a l N e e d si n G i f t e d E d u c a t i o n i n I s r a e l
Film on Mentoring Program
“Example is not another way to teach.It is the only way to teach”
Albert Einstein
S u c c e s s f u l P o l i c y a n d P r a c t i c e s A d d r e s s i n g C o g n i t i v e a n d S o c i a l - E m o t i o n a l N e e d si n G i f t e d E d u c a t i o n i n I s r a e l
The National Mentoring Program – Uniqueness
S u c c e s s f u l P o l i c y a n d P r a c t i c e s A d d r e s s i n g C o g n i t i v e a n d S o c i a l - E m o t i o n a l N e e d si n G i f t e d E d u c a t i o n i n I s r a e l
• Enabling highly gifted 10th and 11th grade students to do research in their own interest area with a top rate mentor
• Using ‘cutting edge’ methods to produce knowledge• Becoming familiar with the investigative world of the mentor• Producing a high quality academic product after one year
S u c c e s s f u l P o l i c y a n d P r a c t i c e s A d d r e s s i n g C o g n i t i v e a n d S o c i a l - E m o t i o n a l N e e d si n G i f t e d E d u c a t i o n i n I s r a e l
Ta l ent Dev e lopmentS k i l l & Co m mit ment Dev e lopmentZ o r m a n , N a d l e r , Z e l t s e r & B a s h a n ( 2 0 1 8 )
Individual meetings at least twice a month for a total of ten
hours
Continuous Support& Feedback
Finalconference
Opening
conferenceSkillbuilding
Planning community
activity
Implementing
community activity & Planning
final product
S u c c e s s f u l P o l i c y a n d P r a c t i c e s A d d r e s s i n g C o g n i t i v e a n d S o c i a l - E m o t i o n a l N e e d si n G i f t e d E d u c a t i o n i n I s r a e l
Extraordinary Achievements
Create original work in music and arts
Advanced study
Continue to work with mentors
Develop practical applications in science
Present in professional conferences
Publish work Participate in competitions
and research camps
Dr. Rachel ZormanExecutive Director
The Henrietta Szold InstituteThe National Institute for Research in the Behavioral Sciences
www.szold.org.il
Thanks for Participating
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