Adolescence Amplified
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Transcript of Adolescence Amplified
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Adolescence Amplified
Unlocking the Potential of Gifted Children
August 21, 2010
Barbara Kennedy, presenter
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Adolescence Amplified
ActivityI read somewhere, once, that if parents
enjoyed their child as a toddler, they would also enjoy him/her as a teenager. The issues are the same.
With a partner, brainstorm the issues that teens and toddlers share.
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Adolescence AmplifiedCharacteristics of Adolescents
• Physical – rapid physical growth & sexual maturation
• Cognitive – Thoughtful, critical, emotive, creative, capacity for mature thought
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Adolescence AmplifiedCharacteristics of Adolescents
• Social – solidarity with peers; emerging sense of identity in terms of gender and ethnicity; critical of others (especially adults); questions rules, beliefs, and authority; heightened moral and ethical sensitivity
• Emotional – developing self- awareness; uncertainty; emotional unevenness; self critical
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Adolescence Amplified Gifted Characteristics
Affective• High expectations of self & others• Intensity• Sensitivity to the expectations & feelings of others• Idealism & heightened sense of justice
• Perfectionistic tendencies• Emotional depth & intensity• Keen sense of humor• Advanced levels of moral judgment
From Barbara Clark, Growing Up Gifted, fifth ed.
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Adolescence Amplified
My theory:If gifted students/children are entering adolescence with some of the same characteristics already present, they may encounter challenges for which teachers and parents should prepare and acknowledge.
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Adolescence Amplified
ActivityWith your partner, examine
characteristics lists and jot down areas of concern for the gifted adolescent. Then, determine what strategies one might use to help the child deal with this turbulent time.
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Adolescence Amplified
Characteristics Amplified How? Social and Emotional Issues Strategies
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Adolescence Amplified
What do the experts say?
Gifted students need to…
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Social and Emotional Needs of the Gifted• Understand the ways in which they are
different from other students and ways in which they are the same
• Appreciate and treasure their own individuality and the individual differences of others
• Understand and develop social skills that allow them to cope adequately within relationships
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• Develop an appreciation for their high level sensitivity that may manifest itself in humor, artistic endeavors, and intensified emotional experiences
• Gain a realistic assessment of their abilities and talents and how they can be nurtured
Social and Emotional Needs of the Gifted
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• Develop an understanding of the distinction between “pursuit of excellence” and “pursuit of perfection”
• Learn the art and science of compromise
~Joyce Van Tassel-BaskaThe College of William and Mary
Social and Emotional Needs of the Gifted
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Social and EmotionalIssues of the Gifted
What do the Children Say?– Confusion about the meaning of gifted– Feelings of difference– Feelings of inadequacy– Relentless self-criticism
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• Increased levels of inner conflict• Lack of understanding from others• Unrealistic expectations of self and
others• Hostility of others toward the gifted
child’s abilities~Linda Silverman
Social and EmotionalIssues of the Gifted
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Stress FactorsGifted Teens Say…
• They suffer an excessive fear of failure.• They don’t fit in with their peers.• They try to do too much.• They feel that they have too many
options and choices in their lives.• They are stuck with dull, routine classes
and schoolwork.
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• They have difficulty finding friends who accept them as they are.
• They feel that they need to compete with their siblings or classmates.
• They have too few challenges in school.• They are teased about being gifted and
talented.• They feel compelled to do their best at
everything.
Stress FactorsGifted Teens Say…
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Adolescence AmplifiedWhat Virginia Beach teens (8th graders)say…
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Consequences of Stress
• Nervousness• Excessive daydreaming• Apathy• Laziness• Withdrawal
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Consequences of Stress
• Chemical abuse• Truancy• Vandalism• Hostility• Suicidal thoughts
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Adolescence AmplifiedAdvising Parents:
Get the Conversation Going!
• Video or TV viewing• Read biographies• Sports (ping pong!)• Food!
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Adolescence Amplified
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Adolescence Amplified• October Sky• “The Wonder Years”• Biographies – use chapters on early
years– Steven Spielberg, Rebecca Lobo,
Ernest Green, Ben Carson
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Adolescence Amplified
• If social and emotional issues are important enough to be identifiers, they cannot be ignored when designing appropriate educational opportunities for gifted learners.
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Academic Needs of Gifted Learners• Understanding academic
strengths and weaknesses• Understanding real-life
applications of academic subjects
• Developing metacognition• Understanding and
evaluating competing choices and opportunities
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1. Goal-Oriented2. Positive Thinkers3. Confident4. Resilient5. Possess Self-Discipline6. Have Pride7. Proficient8. Risk Takers
Characteristics of Achievers
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Motivation
Confidence
Motivation
Value theOutcome
Expect toSucceed
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Strategies
Break the Failure CycleProvide tasks students
can performChunk assignmentsUse positive
reinforcementConduct a plus/delta
weekly
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Strategies
Identify Learning Profile and Interest
Auditory/SequentialSpatialAsk what is personally
meaningful Interest inventories
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Strategies
Identify Appropriate Learning
ExpectationsStandards for
performance and effortReflective of brain-
based researchReadiness points
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Strategies
Review and Make Plans for Developing Study Habits
SpaceSchedule (time)PlaceChunking the day
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Strategies
Implement Goal Setting
Have Students Do A Plus/Delta
Determine suggestions for “deltas”
Think about drivers and restrainers
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A Balanced Approach
Mod i fyin g Curri cu lum a nd I n structi on Accord i n g to the Need s of Gi fted Lea rn ers
Cogn i ti ve Cha ra cteri sti cs a nd
Need s of Gi fted Stud en ts
Affecti ve Cha ra cteri sti cs a nd
Need s of Gi fted Stud en ts
Curricular Modifications Including opportunities for student choice Embedding metacognitive thinking Use of empathy, perspective, self-knowledge questions to guide instruction Preassessing and diff erentiation of content including tiered tasks
Instructional Modifications Inclusion of Independent Study opportunities Focus on student interests & learning profi le Use of student-centered strategies Incorporating acceleration and compacting Using flexible grouping on a regular basis
Meeti n g the Needs of Gi fted
Lea rn ers
Leads To:
Crea tin g a Ba lan ce Between the Cogn i ti ve an d Affecti ve Cha ra cter i sti cs/Need s of the Gi fted
Inter r elated
H OM E COM M U N ITY
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Adolescence Amplified
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Have a great year!