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Introduction To Gifted Education

Introduction To Gifted Education. Session 3 – 1/28/10. http://aea11newgt.pbworks.com. WELCOME!. What’s… 1 tough question you had to address or dilemma you’ve faced 1 thing you feel is going better than it was three months ago Your favorite resource(s) EP. Gifted At Risk:

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Introduction To Gifted Education

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  1. Introduction To Gifted Education Session 3 – 1/28/10 http://aea11newgt.pbworks.com

  2. WELCOME! What’s… 1 tough question you had to address or dilemma you’ve faced 1 thing you feel is going better than it was three months ago Your favorite resource(s) EP

  3. Gifted At Risk: Oxymoron or Reality? November 13, 2008 Mary Schmidt Gifted Education Consultant Heartland AEA 11 mschmidt@aea11.k12.ia.us 515-270-0405 ext. 14375

  4. An Oxymoron Is… …a rhetorical figure in which an epigrammatic* effect is created by the conjunction of incongruous or contradictory terms. e.g., jumbo shrimp, Microsoft works, military intelligence *epigram--witty, ingenious, or pointed saying tersely expressed

  5. The Oxymoron Is… Clearly Ambiguous

  6. What Does it Mean to be Gifted? • Turn to a Neighbor and discuss. • What are the characteristics of giftedness? • In what areas might individuals be gifted? • What are the personality traits of gifted children? • What social-emotional needs and concerns are present with giftedness?

  7. What Does It Mean To Be Gifted? • Looking like a 6 year old. • Thinking like a 12 year old. • Acting like a 4 year old. • Arguing like a high-priced middle-aged lawyer.

  8. The Oxymoron Is… Terribly Blessed

  9. What Does A Gifted Kid Look Like? . . .learns at faster rates, earlier . . .remembers what’s learned forever . . .deals w/concepts too abstract and complex for age peers …has passion area(s) in learning …multi-tasks and parallel processes --Winebrenner, 2001

  10. Gifted Children Need… …daily challenge in talent areas …access to stimulating, rich, thought-provoking curriculum …opportunities to demonstrate learning in authentic ways …flexible instructional pacing to allow for accelerated learning …double or triple-time pacing in math and science

  11. Occurrences Of Extraordinarily High IQ No. of People Out of Have IQs of 3 100 130 1 100 137 1 1,000 150 1 10,000 160 1 100,000 168 1 1,000,000 180

  12. Giftedness is a greater awareness, a greater sensitivity, and a greater ability to understand and transform perception into intellectual and emotional experiences. --Annemarie Roeper

  13. Dabrowski’s Theory Of Positive Disintegration People born with “overexcitabilities” have a higher level of developmental potential than others.

  14. Overexcitabilities • Psychomotor • Sensual • Imaginational • Intellectual • Emotional OE

  15. Table from "Identifying Gifted Adolescents Using Personality Characteristics: Dabrowski's Overexcitabilities" by Cheryl M. Ackerman, Roeper Review - A Journal on Gifted Education, Volume 19, No. 4, June 1997.

  16. The Oxymoron Is… Normal Deviation

  17. Profiles Of The Gifted George Betts, Ed.D Maureen Neihart, Ph.D

  18. Type One: Successful • Positive self concept • High achiever • Convergent thinker • Unaware of deficiencies • “Teacher pleaser”

  19. Successful

  20. Type Two: Challenging • Bored and frustrated • Defensive • Creative • Independent

  21. Challenging

  22. Type Three: Underground • Unsure • Wants to belong socially • Quiet to shy • Involved outside of school

  23. Underground

  24. Type Four: At Risk • Resentful and angry • Poor self concept • Unaccepted by adults • Creative

  25. At Risk

  26. Type Five: Twice Exceptional • Weaknesses • Hidden strengths • Unaccepted • Frustrated

  27. Twice Exceptional

  28. Type Six: Autonomous • Self confident • Positive self concept • Appropriate social skills • Independent learning skills

  29. Autonomous

  30. The Oxymoron Is… Clearly Misunderstood

  31. What Does it Mean to be Gifted and At Risk? • Turn to a neighbor and discuss this question. • What aspects of giftedness might contribute to placing youth at risk and what might they be at risk for?

  32. Risk Factors • Disabilities • Low income/cultural diversity • Delinquency • School environment Pp. 265 Silverman

  33. At Risk For . . . . . . underachievement . . . demotivation . . . dropping out . . . emotional problems . . . depression and suicide

  34. The Oxymoron Is… Intense Apathy

  35. Underachievement • Little agreement on a definition. • Emphasis should be on the behaviors, not the label. • Consider the source of the problem. • Result of disability • Related to disparity between ability and school experiences • Underachiever vs. Selective Consumer

  36. Underachievement Is . . . . . . content and situation specific. . . . in the eyes of the beholder. . . . tied ultimately to self-concept development. --Delisle and Berger

  37. The Oxymoron Is… Mandatory Option

  38. The Five Cs • Learning is the opposite of boredom. • Learning is the antidote to boredom. • 5 factors distinguishing boring from learning experiences: • Control • Choice • Challenge • Complexity • Caring teachers

  39. Effort and Outcome: The Link High achievers see that when Low achievers who do not need they work hard, they get good to work hard to get good grades grades. Curriculum is probably The curriculum is probably too just beyond their grasp. easy. EFFORT + EFFORT - OUTCOME + OUTCOME + Struggling students who are work- Classic underachievers who put ing hard but not having success. forth no effort & the outcomes are The curriculum probably needs negative. They could come from modifications to allow for success. quadrant 2 or 3. EFFORT + EFFORT - OUTCOME - OUTCOME - 1 2 3 4

  40. Demotivation/Dropping Out • Relevance • Pace • Complexity • Refusal to “play the game.”

  41. The Oxymoron Is… Benign Neglect

  42. Fordham Study Key Findings • While the nation’s lowest-achieving youngsters made rapid gains from 2000-2007, the performance of top students was languid. • This pattern - big gains for low achievers and lesser ones for high achievers - is associated with the introduction of accountability systems in general, not just NCLB.

  43. Fordham Study Key Findings • Teachers are much more likely to indicate that struggling students, not advanced students, are their top priority. • Low-achieving students receive dramatically more attention from teachers.

  44. Fordham Study Key Findings • Still teachers believe that all students deserve an equal share of attention. • Low-income, black, and Hispanic high-achievers (on the 2005 eighth-grade math NAEP) were more likely than low achievers to be taught by experienced teachers. High-Achieving Students in the Era of NCLB, Thomas B. Fordham Institute www.edexcellence.net/doc/20080618_high_achievers.pdf Fordham

  45. Emotional Problems • Resulting from • Loss of empathy • Lack of intimacy • Rejection • Columbine shooters were gifted.

  46. Depression & Suicide Occur because gifted kids feel: • Different • Confused • Isolated from peers • Misunderstood • Fear of failure • The need to be perfect • Lonely • Pressured • Their talents threaten adults • Bored with school • Intense concerns about disturbing world events • Intense need to compete • Extrinsically motivated --Becker

  47. The Oxymoron Is… Advanced BASIC

  48. Appreciate gifted kids for who they are. If you are what you do, then if you don’t… …you aren’t. --Ann Vernon What Can We Do?

  49. Gifted kids need different experiences, not because they’re gifted… …but because they aren’t average. --Winebrenner

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