Secondary AIG
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This document provides information on serving academically and intellectually gifted (AIG) secondary students. It discusses the benefits and pressures of Advanced Placement (AP) courses, and suggests that while AP courses may be challenging, they do not always meet the needs of gifted students. The document advocates providing guidance for future planning, support for personal and emotional development, and instruction in self-regulation skills to better serve gifted adolescents. Specific strategies mentioned include mentorship, peer support, bibliotherapy, self-reflection, goal setting and developing self-efficacy.
Secondary AIG
- 1. Serving SecondaryAIG StudentsAngela M. HousandUniversity of North Carolina, Wilmingtonhousanda@uncw.eduECU Gifted Conference: Extreme Makeover EditionGreenville, CT
- 3. ECU
- 4. AIG LicensureWatson School of EducationEDN 552: Introduction to Gifted EducationEDN 553: Social & Emotional Needs of the Gifted LearnerEDN 554: Curriculum, Methods, and Materials for GiftedEDN 555: Program Design and ImplementationAngela Housand, Ph.D.housanda@uncw.edu
- 5. Serving SecondaryAcademically and Intellectually Gifted Students
- 6. AP EXAMIn 20051.2 million students took 2.1 million AP examsin 37 subjects
- 7. AP EXAMIn 20091.6 million students took 2.8 million AP examsin 37 subjects
- 8. Admission to CollegeStudents with an AP class on their transcript were 30% more likely to be accepted into a college or university
- 9. Admission to CollegeStudents with an AP class on their transcript were 30% more likely to be accepted into a college or universityThe percentage increased when the number of AP courses on the transcript increased
- 10. Top College Admissions Criteria5th Number of AP Courses6th AP Class Grades9th AP Exam Scores
- 11. Match for Gifted Students?
- 12. Match for Gifted Students?Sometimes, but not always…
- 13. Gifted StudentsLearn better when taught 2-3 times fasterRemember better with fewer repetitions
- 14. Gifted StudentsLearn better when taught 2-3 times fasterRemember better with fewer repetitionsRespond better to inquiry oriented instructionBenefit from deep disciplinary thinking
- 15. Gifted Students May AlsoFear failureFear successBe very self-criticalMaladaptive perfectionismLack strategies for coping with stressLack self-regulation skills
- 16. AP PRESSUREBreadth over depth
- 17. Test-driven
- 18. Gatekeepers to college admission
- 19. “Requirement” for AIG students AP PRESSUREAIG students “overload”
- 20. 10,000 students took 6+ AP exams in 2006
- 21. More than a college freshmanValue in AP & IBAccess to college
- 22. Rigorous and accelerated curriculum
- 23. Accessible to all studentsGreetings to you the lucky participant in AP courses thisGOLDEN TICKET is from the college of your choice.Present this ticket to the University Admissions office. Make sure your application arrives before January 10 and we will accelerate you through basic coursework. In your wildest dreams you can not imagine the marvelous SURPRISES that await YOU.
- 24. Criteria to Gain Entrance intoAP CoursesStrong CuriosityAbout Subject&Willingness toWork Hard
- 25. AP CoursesMore heterogeneous May not meet the degree of challenge required by some gifted studentsAs more students take AP exams, prestigedecreases
- 28. Develop their cultural identity…
- 29. Explore a talent area deeply…
- 31. Make decisions…
- 33. Address feelings of loneliness…
- 36. Make plans for the future…
- 37. Persevere in the face of adversity…
- 38. AdolescenceThe time preceding adulthood
- 39. Characterized by
- 40. Discovery
- 41. Growth
- 43. Transformation (physical and mental)AdolescenceTransition period
- 47. Identity formation within a cultureWhat more can we do to support gifted students?
- 48. Effective Environments Provide:Guidance for future planningSupport for personal and emotional developmentInstruction in self-regulation skills
- 49. Future PlanningCorrect identification of strengths and talents resulting in appropriate placement in classesSenior project opportunity for:ShadowingMeaningful internshipVolunteerism
- 51. Provide a MentorMatched to students interests and ambitionsGaining access to mentors:Create School Community DatabaseNearby University, College, or Community CollegeBusiness CommunityCold callsInternet
- 52. MentorshipExemplary models allow students to gain an appreciation for the task commitment, creativity, and problem-solving necessary to compete in the global society of the 21st Century
- 53. Future PlanningFacilitate honest discussion about optionsParent EducationPotential career pathsCollege choicesScholarshipsProvide exposure to many and varied possibilities
- 54. Exposure to a Wide VarietyDisciplinesTopicsOccupationsHobbiesPersonsPlacesEvents
- 56. Future PlanningGuide research about colleges and the programs they offerAssist in the search financial supportScholarshipsFree Application for Federal Student Aid (FAFSA)
- 57. prufrock.com
- 58. Effective Environments Provide:Guidance for future planningSupport for personal and emotional developmentInstruction in self-regulation skills
- 59. Personal & Social Development Gifted students are concerned about being perceived differently & being misunderstood because of their giftedness.(Delisle & Gailbraith, 2002)
- 60. Reveal who they are…Address what it means to be giftedBe familiar with multiple conceptions of giftednessBoth negative and positive characteristics of gifted and eminent individualsShare the research on social and emotionalPerfectionismAsynchronous development
- 61. Reveal how they are different…Discuss topics related to being giftedIntelligenceCreativityPerformanceMotivationAchievementDirectly and honestly address how they are different then their peers
- 62. Access to Like-Minded PeersIn SchoolSafe Forum for discussion and interactionCross grade grouping – access to mental age peers
- 63. Access to Like-Minded PeersAcross SchoolsTeacher mentors in area of interestIncrease AP course offerings by partnering with other districtsCompetitions
- 64. Access to Like-Minded PeersOutside of SchoolSummer and Enrichment ProgramsSafe and Secure Online GroupsCommunity Based Groups
- 66. prufrock.com
- 67. Explicit InstructionTeachCommunication SkillsPerspective TakingPracticeRole PlayingScenarios for Engaging Social Challenges“Casual Conversation”
- 68. Actively Address the Needs of Culturally Diverse StudentsCultural assetsCommunityAffiliationConflict & cooperationLeadership
- 69. Actively Address the Needs of Culturally Diverse StudentsPowerAuthorityControlChoices related to acceptance and achievement
- 70. Be knowledgeable about different cultural groups and racial identity within that group
- 71. Be aware of bias and stereotypeActively Address the Needs of Culturally Diverse Students
- 73. Internal DramaLife inside the mind.
- 74. Who owns my talent?How should my talent be used?
- 75. Locus of Control The extent to which individuals believe that they can control the events that affect them.
- 76. Blocks to Feeling in ControlThinking in absolutesOvergeneralizationDistortionsI got a low grade in math so I am a failureFocusing on the negative
- 77. Blocks to Feeling in ControlGuilty thinkingShould, ought, etc.Making up stories in the absence of information“Mind reading”Hypothesizing what others think
- 78. Student OwnershipRequire students to own their feelings“I feel angry” vs. “You made me mad”Verbs instead of adjectives to describe feelings“I am successful because I am smart.” vs. “I am successful because I work hard.”
- 79. Student OwnershipIdentify negative thoughts and dispute themCounter examplesExperimentation DiscussionPositive self talk“I’ve achieved…”“I am good at…”
- 80. InfluenceOn a clean sheet of paper, list the past five months vertically (2010, 2009, 2008…).Next to each year, list the most important event that occurred in your life during that year.Estimate the percentage of control or influence you had over each event.
- 81. Significant InfluenceStudent’s may feel that external forces control their life.Ask: When you reflect on your experience, do you find that you had more control then you thought?Highlight the control they had in their choices and actions
- 82. BibliotherapyStudents identify with charactersSimilarity and differences between self and characterHypothesize characters’ thoughts and feelings
- 84. CinamatherapySearching for Bobby FischerGoodwill HuntingA Brilliant MindOctober Sky
- 86. Malcolm in the Middle
- 87. Criminal Minds
- 88. NCIS
- 89. Bones
- 90. Education and TrainingTeachers working with AIG studentsParentsCounselorsAdministratorsMentors and community members working with AIG students
- 91. Book Resources
- 92. Online ResourcesHelping Adolescents Adjust to GiftednessHelping Gifted Students with Stress ManagementIndependence and Relationship Issues in Intellectually Gifted Adolescents
- 93. Effective Environments Provide:Guidance for future planningSupport for personal and emotional developmentInstruction in self-regulation skills
- 94. Self-Regulation TrainingProvides a comprehensive metacognitive framework to evaluate one’s effectiveness as well as the skills to attain optimal performance.
- 96. Self-Regulated IndividualSets realistic expectationsand implements appropriatestrategies to successfullycomplete goals.
- 97. Goal Setting: Why bother?Challenges individuals to give their efforts a preplanned directionTake responsibility for the key events that give form to their experienceProvides opportunity for reflection
- 98. AttainmentOpportunity to measure and take pride in the achievement of a goalDemonstrates forward progressCelebrate and enjoy the satisfaction of achievementGreat time to set a new goal
- 99. Self-EfficacyAn individual’s personal judgment of his or her own ability to succeed.
- 100. Self-efficacy is based on:Past performanceVicarious experiencesVerbal persuasionPhysiological cues
- 101. Self-efficacy influences:What activities we selectHow much effort we put forthHow persistent we are in the face of difficultiesThe difficulty of the goals we set
- 102. Reflection WritingHelps to look at experiences more objectivelyDone regularly…Repeated patterns become apparentA record of past successesSets the stage for planning
- 103. Failure is an Opportunity to Learn
- 104. P1831Failed in business 1832Defeated for Legislature1833Failed in business, again1836Had a nervous breakdown1838Defeated for Speaker1840Defeated for Elector1848Defeated for Congress1856Defeated for Vice President1858Defeated for Senate1860Elected President
- 105. The first requisiteof success is the ability to apply your physical and mental energies to one problem without growing weary.-Thomas Edison
- 106. Being in the MomentCan you change the past?What are you doing now that is working? How can you do more of the same?When you had a problem like this one before, what good solutions did you work out? Or Have you ever helped someone with a problem like this before?
- 107. Behavioral SR StrategiesTime ManagementCalendars (Google)Day PlannersOrganizationFiling systemsRoutinesModeled, Explicitly Taught, & Reinforced
- 108. Decision Making SkillsPros and Cons ListHypothesizing OutcomesContingency PlanningGet InformationSit and Feel
- 109. Review the How-toGuide students self-beliefs, goal setting, and expectationsHelp students frame information in a positive mannerProvide specific cues
- 110. Review the How-toPromote reflection and meaningful dialogModelingJournalingSmall and safe group discussions
- 111. Review the How-toHelp learners link new experiences to past successesSupport processes related to college entrance and future planningMatch student based on interest, desire, and need
- 113. ThankYou!
- 114. Questions?