Adolescence Amplified

transcript

Unlocking the Potential of Gifted Children

August 21, 2010

Barbara Kennedy, presenter

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.

Adolescence AmplifiedCharacteristics of Adolescents

• Physical – rapid physical growth & sexual maturation

• Cognitive – Thoughtful, critical, emotive, creative, capacity for mature thought

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

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.

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.

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.

Characteristics Amplified How? Social and Emotional Issues Strategies

What do the experts say?

Gifted students need to…

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

• 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

• 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

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

• 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

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.

• 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…

Adolescence AmplifiedWhat Virginia Beach teens (8th graders)say…

Consequences of Stress

• Nervousness• Excessive daydreaming• Apathy• Laziness• Withdrawal

Consequences of Stress

• Chemical abuse• Truancy• Vandalism• Hostility• Suicidal thoughts

Adolescence AmplifiedAdvising Parents:

Get the Conversation Going!

• Video or TV viewing• Read biographies• Sports (ping pong!)• Food!

Adolescence Amplified• October Sky• “The Wonder Years”• Biographies – use chapters on early

years– Steven Spielberg, Rebecca Lobo,

Ernest Green, Ben Carson

• If social and emotional issues are important enough to be identifiers, they cannot be ignored when designing appropriate educational opportunities for gifted learners.

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

1. Goal-Oriented2. Positive Thinkers3. Confident4. Resilient5. Possess Self-Discipline6. Have Pride7. Proficient8. Risk Takers

Characteristics of Achievers

Motivation

Confidence

Motivation

Value theOutcome

Expect toSucceed

Strategies

Break the Failure CycleProvide tasks students

can performChunk assignmentsUse positive

reinforcementConduct a plus/delta

weekly

Strategies

Identify Learning Profile and Interest

Auditory/SequentialSpatialAsk what is personally

meaningful Interest inventories

Strategies

Identify Appropriate Learning

ExpectationsStandards for

performance and effortReflective of brain-

based researchReadiness points

Strategies

Review and Make Plans for Developing Study Habits

SpaceSchedule (time)PlaceChunking the day

Strategies

Implement Goal Setting

Have Students Do A Plus/Delta

Determine suggestions for “deltas”

Think about drivers and restrainers

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

• Thanks for coming!• Please complete the evaluation sheet.

Have a great year!

Adolescence Amplified

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