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Chandler Unified School District

Explore the accelerated physical, social, and emotional development of gifted adolescents aged 10-15. Understand their unique intellectual characteristics, social behaviors, and emotional struggles.

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Chandler Unified School District

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  1. Chandler Unified School District The Gifted Adolescent

  2. Adolescence (ages 10-15) The accelerated physical and personal development that occurs during this period is the greatest in the human life cycle and is marked by great variance in both the timing and rate of growth. These are the years during which each individual forms his/her adult personality, basic values, and attitudes. “Understanding and Appreciating the Wonder Years” (National Middle School Association, 2000).

  3. Key Generalizations of the Adolescent Learner • They seek autonomy and independence. • They are by nature explorers, curious and adventuresome. • They learn best through interaction and activity rather than by listening. • They seek interaction with adults and opportunities to engage in activities that have inherent value. • Their physical and social development become priorities. • They are sensitive, vulnerable, and emotional. • They are open to influence by the significant others in their lives.

  4. Intellectual Characteristics Enjoys both intellectual and manipulative activities Prefers active involvement in learning Motivated to learn when lessons are related to immediate goals and interests Argues to clarify own thinking and to convince others Possesses a vivid imagination Exhibits independent, critical thinking Forgets easily because his/her mind is so preoccupied with other issues Sees relationships among similar concepts, ideas, and experiences and makes inferences Makes personal-social concerns a priority over academic matters

  5. Intellectual Characteristics Enjoys both intellectual and manipulative activities Prefers active involvement in learning Motivated to learn when lessons are related to immediate goals and interests Argues to clarify own thinking and to convince others Possesses a vivid imagination Exhibits independent, critical thinking Forgets easily because his/her mind is so preoccupied with other issues Sees relationships among similar concepts, ideas, and experiences and makes inferences Makes personal-social concerns a priority over academic matters

  6. Social Characteristics Desires to make personal choices Desires social acceptance Seeks peer relationships in order to conform to group norms Has more interest in relations with the opposite sex, but same sex friendships dominate Vacillates between desire for regulation and direction and desire for independence Wants identification with adults but not always willing to accept their suggestions Shows concern for oppressed groups Shows willingness to work and sacrifice for social rewards Tests limits of acceptable behaviors Easily loses track of time Likes fads, especially those shunned by adults Needs moderate amounts of time alone, in order to regroup and reflect on daily experiences

  7. Social Characteristics Desires to make personal choices Desires social acceptance Seeks intellectual peer relationships in order to conform to group norms Has more interest in relations with the opposite sex, but same sex friendships dominate Vacillates between desire for regulation and direction and desire for independence Wants identification with adults but not always willing to accept their suggestions Shows concern for oppressed groups Shows willingness to work and sacrifice for social rewards Tests limits of acceptable behaviors Easily loses track of time Likes fads, especially those shunned by adults Needs moderate amounts of time alone, in order to regroup and reflect on daily experiences

  8. Emotional Characteristics Relates self-esteem and self-concept to degree of physical development Begins to deal with and understand nuances and “shades of gray” Experiences simultaneous emotional conflicts Desires attention, sometimes without regard to how it is secured Shifts moods rapidly Can become rebellious toward adults Is easy to offend, sensitive to criticism Shows optimism, hope for the future Displays prankish sense of humor Values direct experience in participatory democracy Observes flaws in others easily but slow to acknowledge own faults Searches for the answer to “Who am I?”

  9. Emotional Characteristics Relates self-esteem and self-concept to degree of physical development Begins to deal with and understand nuances and “shades of gray” Experiences simultaneous emotional conflicts Desires attention, sometimes without regard to how it is secured Shifts moods rapidly Can become rebellious toward adults Is easy to offend, sensitive to criticism Shows optimism, hope for the future Displays prankish sense of humor Values direct experience in participatory democracy Observes flaws in others easily but slow to acknowledge own faults Searches for the answer to “Who am I?”

  10. “…They already know they are smart. What they really need is an understanding that while most adolescents may feel alienated at times, gifted adolescents really are different due to the nature of their cognitive complexity and its associated social/emotional features.” - Gail Post PhD.

  11. “How many times have you heard that the purpose of junior high is to prepare kids for high school?” How many times…

  12. How many times… “How many times have you heard that the purpose of the middle school years is for 10-15 year olds to find themselves?”

  13. What they want What they need Social Interaction Autonomy Choice Independence Interactive Learning Fun Opportunity to make a difference Value Structure Some Independence Boundaries Social Skills Study Skills Ideally they get both…

  14. Sources of Motivation “The challenge, therefore, is to find ways to engage the early onset of adolescence and its attendant freedoms and habits. How can we harness the ages thirteen to eighteen effectively for learning? The irony, of course, is that all these new realities, which only seem like problems, are themselves powerful educational opportunities. The very qualities we deem destructive can be the sources of the motivation to learn.” - Leon Botstein From: Jefferson’s Children, Education and the Promise of American Culture, Doubleday, 1997. Cited on page 34 of Discovering Gifts in Middle School

  15. The Four Tasks of Adolescence • Autonomy & Independence • Self-actualization • Independence • Internal locus of control • Self-esteem • Sense of Purpose • Identity • Positive expectations • Personal goals • Social Competency • Pro-social behaviors • Communication skills • Belonging/Inclusion • Active participation • Self-control/self discipline • Problem-Solving • Abstract thinking • Open-mindedness and flexibility • Emotional intelligence • Collaboration

  16. High School Honors/AP GAP Gifted Adolescent Program Elementary CATS

  17. How Junior High School CATS fills the “GAP” • Extension of CATS program with the junior high school atmosphere • Accelerated and in-depth studies • Interaction with intellectual peers • Academically challenging/rigorous • Gifted endorsed teachers know both gifted and adolescent needs • Opportunities for independent studies in areas of interest and level of advancement • Experience meaningful involvement in real problems

  18. Differentiating Between CATS and Honors •  The Honor Student: • Is attentive • Works hard • Answers the questions • In “top” group • Learns with ease • Needs 6-8 repetitions for mastery • Completes assignments • Absorbs information •  Learns techniques •  Is a good memorizer • The CATS Student: •  Asks questions •  Discusses in detail, elaborates • Shows strong feelings and opinions • Needs 1-2 repetitions for mastery • Constructs abstractions • Draws inferences • Initiates projects • Is intense • Thrives on complexity

  19. “Theories Abound… on how to manage them, fix them, and improve them, as if they were products off an assembly line: just tinker with the educational system, manipulate the drug messages, impose citywide curfews, make more rules, write contracts, build more detention centers, be tough. …Maybe if we just tell adolescents to say no, no, no to everything we disapprove of, maybe then they will be okay. But the piecemeal attempts to mend, motivate, or rescue them, obscure the larger reality. We don’t know them.” - Patricia Hersch From: A Tribe Apart - Journey Into the Heart of American Adolescence. Ballentine Books, 1998. Cited on page 24 of Discovering Gifts in Middle School

  20. Comprehensive studies show that young teens who do not discover a sense of worth, competency, interests or gifts face greater stress and difficulties during their high school and young adult years. Discovering gifts builds a positive identity and leads to loving school and life-long learning

  21. Learn About CUSD Options Andersen Junior High – Middle Years IB Arizona College Prep – Honors Basha Accelerated Middle School – Advanced Academics Bogle – CATS Casteel – Honors with Gifted “Consultative” Payne – CATS Santan – CATS Willis - CATS Bogle – December 6 Casteel – December 8 Payne – November 19 Santan – December 9 Willis – November 12

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