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Creating an Autonomous Lifestyle

Creating an Autonomous Lifestyle. George Betts, Ed.D. Director, Center for the Education & Study of Gifted, Talented, Creative Learners University of Northern Colorado 970-351-1657(UNC) 970-690-8422 (cell) george.betts@unco.edu unco.edu/sep. Profiles of the Gifted and Talented.

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Creating an Autonomous Lifestyle

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  1. Creating an Autonomous Lifestyle George Betts, Ed.D. Director, Center for the Education & Study of Gifted, Talented, Creative Learners University of Northern Colorado 970-351-1657(UNC) 970-690-8422 (cell) george.betts@unco.edu unco.edu/sep

  2. Profiles of the Gifted and Talented • Type I - The Successful • Type II - The Creative • Type III - The Underground • Type IV - The At-Risk • Type V - The Twice Exceptional • Type VI - The Autonomous Learner

  3. Type ITHE SUCCESSFUL • As many as 90% of the identified TAG students • Discovers what “sells” at home & school • Convergent thinker • Learns & tests well • Eager for approval • Liked by peers • Positive self-concept • Unaware of deficiencies

  4. Type IITHE CREATIVE • Divergently gifted • Often go unidentified • Question authority • Don’t conform - haven’t learned to use the system • Receive little recognition for accomplishments • Struggle with self-esteem • At risk as eventual drop out

  5. Type IIITHE UNDERGROUND • Middle school females hiding giftedness • High School boys dealing with athletic or social pressures • Minorities who are successful in school • 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

  6. Type IVTHE AT-RISK • Angry with adults & with themselves; Defensive • System has not met needs for many years; Burn-out or Spaced-out • Depressed & withdrawn or acts out • Interests are outside realm of regular school curriculum • Poor self-concept

  7. Type VTHE TWICE EXCEPTIONAL • Physically or 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

  8. Type VITHE AUTONOMOUS LEARNER • Self-motivated; curious; internal locus of control • Work effectively in school system • Use the school system to create new opportunities • Strong, positive self-esteem & resilience • Positive attention & support for accomplishments • Respected by adults & peers • Leadership roles • Independent, self-directed

  9. Necessities for Parenting Gifted, Talented & Creative Learners 1. Positive Nourishing Environment 2. Unconditional Positive Regard 3. Understanding the Profiles of Gifted, Talented and Creative Learners

  10. Necessities for Parenting Gifted, Talented & Creative Learners 4. Parent, Family, Friends & School Influences 5. Development of Self (Positive Self-Concept & Self-Esteem 6. Social Skills for Belonging & Learning

  11. The Necessities for Parenting Gifted, Talented & Creative Learners 7. Underachievement vs. Selective Consumer 8. Passion Learning (Three Levels of Learning) 9. Mindset: Fixed and Growth Mindsets 10.The Autonomous Learner (lifelong, independent, self-directed, 21st century learner)

  12. Summer Enrichment Program for the Gifted & TalentedYoung Child Summer Enrichment Program (ages 4 – 9)Summer Enrichment Program (grades 5 – 10)Leadership Enrichment Program (grades 11 & 12)July 8 – 21, 2012University of Northern ColoradoGreeley Colorado970-351-2683www.unco.edu/sep

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