Recomendados
Recomendados
Mais conteúdo relacionado
Mais procurados
Mais procurados (20)
Destaque
Destaque (20)
Semelhante a The Gifted Child
Semelhante a The Gifted Child (20)
Mais de presslysmith
Último
Último (20)
The Gifted Child
- 1. The Gifted Child Social & Emotional Needs Pressly Smith
- 3. Can you think of someone who is famous and gifted?
- 4. At Risk: Gifted Females
- 5. Dr. Maya Angelou “My mission in life is not merely to survive, but to thrive; and to do so with some passion, some compassion, some humor, and some style.”
- 7. Walt Disney “All our dreams can come true, if we have the courage to pursue them.”
- 8. At Risk: Gifted Minorities
- 9. Martin Luther King, Jr “The ultimate measure of a man is not where he stands in moments of comfort and convenience, but where he stands at times of challenge and controversy.”
- 10. At Risk: Gifted Males
- 11. Albert Einstein “Imagination is more important than knowledge. Knowledge is limited. Imagination encircles the world.”
- 12. NAGC Definition of Giftedness Gifted individuals are those who demonstrate outstanding levels of aptitude (defines as an exceptional ability to reason and learn) or competence (documented performance or achievement in to 10% or rarer) in one or more domains. Domains include any structured area of activity with its own symbol system (e.g. mathematics, music, language) and/or sensorimotor skills (e.g. painting, dance, sports).
- 13. Texas Definition of Giftedness Gifted and talented students means a child or youth who performs at or shows the potential for performing at a remarkably high level of accomplishment when compared to others of the same age, experience, or environment and who: 1. Exhibits high performance capability in an intellectual, creative or artistic area; 2. Possesses an unusual capacity for leadership; or 3. Excels in a specific academic field
- 14. What does it look like? 60 100 130 Learning Disability Gifted
- 15. Common Characteristics Unusual alertness Rapid learner Excellent memory Large vocabulary Advanced comprehension Enjoys problem solving Vivid imaginations Intense curiosity Deeply emotional Self-taught Highly sensitive Ask probing questions
- 16. Struggles Perfectionism Peer Acceptance Under Achievement
- 18. Peer Acceptance They just want to fit in!
- 19. Underachievement Gifted students aren’t lazy. They need to be challenged!
- 20. What can we do? Teachers Parents Gifted Student
- 21. Teachers Avoid labels that add too much pressure Use multiple measures of ability and achievement Provide special programs that stimulate and challenge gifted students Nominate students for gifted programs Maintain high, but reasonable expectations
- 22. Parents Be aware of the struggles gifted students endure Provide a role model for your child Encourage independence and risk-taking Foster friendships with gifted peers of similar interests
- 23. Gifted Student Don’t be afraid to fall in love with something and pursue it with intensity and depth Learn to free yourself from the expectations of others Know, understand, take pride in, practice, develop, and enjoy your greatest strengths
- 24. Path to Success Awareness Ownership Achieving Gifted Students
- 25. Resources Grimm, L., French, L., & Pak, E. (n.d). Famous Biographies & TV Shows. (L. A&E Television Networks, Producer) Retrieved July 21, 2014, from bio.: http://www.biography.com NACG. (n.d.). Definitions of Giftedness. Retrieved July 11, 2014, from National Association for Gifted Children: www.nagc.org Neihart, M., Reis, S.M., Robinson, N.M. & Moon, S.M. (Eds.). (2002). The social and emotional development of gifted children: What do we know? Waco, TX: Prufrock Press Torrance, E. (1983). The importance of falling in love with something. Creative Child and Adult Quarterly , 8 (2), 72-78.
Notas do Editor
- Would you be able to identify the gifted student in your classroom? 10% of total population are born gifted; only 10% of the gifted population turns his/her gift into a talent. Those numbers are pretty startling. As an educator what are you doing to make sure the gifted students are being identified? Here are the questions we face today: What is giftedness? Who is gifted? What do gifted students really need to succeed? These issues exist primarily due to a lack of awareness for this student group. I hope this presentation will serve as a knowledge basis regarding gifted students.
- Discussion (1 minute): Ask the audience the question above. After a few have been called out transition… Those are all great. As we already know, the gifted population as a whole is relatively small. It is also important to know that there are at-risk groups within the gifted population. Let’s explore some well-known people who have made an impact on the world. All of the people we are going to discuss fall into one of the at-risk categories. As we go through each of these I want you to ask yourself how the world would be different if these gifted children had not succeeded?!
- Our first group is gifted females. Gifted females struggle specifically with: Peer Acceptance Leadership Roles Perfectionism Gender Roles
- Gifted Female: Maya Angelou is one of the most renowned and influential voices of our time. She is a celebrated poet, novelist, educator and much more. Overview: Born on April 4, 1928, in St. Louis, Missouri, writer and civil rights activist Maya Angelou is known for her 1969 memoir, I Know Why the Caged Bird Sings, which made literary history as the first nonfiction best-seller by an African-American woman. In 1971, Angelou published the Pulitzer Prize-nominated poetry collection Just Give Me a Cool Drink of Water 'Fore I Die. She later wrote the poem "On the Pulse of Morning"—one of her most famous works—which she recited at President Bill Clinton's inauguration in 1993. Angelou has received several honors throughout her career, including two NAACP Image Awards in the outstanding literary work (nonfiction) category, in 2005 and 2009. Early Life: Multi-talented barely seems to cover the depth and breadth of Maya Angelou's accomplishments. She is an author, actress, screenwriter, dancer and poet. Born Marguerite Annie Johnson, Angelou had a difficult childhood. Her parents split up when she was very young, and she and her older brother, Bailey, were sent to live with their father's mother, Anne Henderson, in Stamps, Arkansas. As an African American, Angelou experienced firsthand racial prejudices and discrimination in Arkansas. She also suffered at the hands of a family associate around the age of 7: During a visit with her mother, Angelou was raped by her mother's boyfriend. Then, as vengeance for the sexual assault, Angelou's uncles killed the boyfriend. So traumatized by the experience, Angelou stopped talking. She returned to Arkansas and spent years as a virtual mute.
- Our next group is the twice-exceptional. Twice-exceptional is defined as, “students who meet the eligibility criteria for both giftedness and learning disabilities.” A common learning disability found in this particular group is dyslexia.
- Twice- Exceptional: Walt Disney was labeled “slow” at a young age. The truth is he was twice-exceptional; he was creatively gifted and dyslexic. Overview: Walter Elias "Walt" Disney was born on December 5, 1901, in Hermosa, Illinois. He and his brother Roy co-founded Walt Disney Productions, which became one of the best-known motion-picture production companies in the world. Disney was an innovative animator and created the cartoon character Mickey Mouse. He won 22 Academy Awards during his lifetime, and was the founder of theme parks Disneyland and Walt Disney World. Walt Disney was an American motion-picture and television producer and showman, famous as a pioneer of cartoon films and as the creator of Disneyland, Disneyworld, Disney films and much more. Early Life: Disney was one of five children, four boys and a girl. He lived most of his childhood in Marceline, Missouri, where he began drawing, painting and selling pictures to neighbors and family friends. In 1911, his family moved to Kansas City, where Disney developed a love for trains. His uncle, Mike Martin, was a train engineer who worked the route between Fort Madison, Iowa, and Marceline. Later, Disney would work a summer job with the railroad, selling snacks and newspapers to travelers. Disney attended McKinley High School in Chicago, where he took drawing and photography classes and was a contributing cartoonist for the school paper. At night, he took courses at the Chicago Art Institute. When Disney was 16, he dropped out of school to join the army but was rejected for being underage.
- Our next at risk group is gifted minorities and they are underrepresented in the gifted realm as a whole. They also typically fall into the underachievement category.
- Minority Gifted Overview: Martin Luther King Jr. was born on January 15, 1929, in Atlanta, Georgia. King, both a Baptist minister and civil-rights activist, had a seismic impact on race relations in the United States, beginning in the mid-1950s. Among many efforts, King headed the SCLC. Through his activism, he played a pivotal role in ending the legal segregation of African-American citizens in the South and other areas of the nation, as well as the creation of the Civil Rights Act of 1964 and the Voting Rights Act of 1965. King received the Nobel Peace Prize in 1964, among several other honors. King was assassinated in April 1968, and continues to be remembered as one of the most lauded African-American leaders in history, often referenced by his 1963 speech, "I Have a Dream.” Early Life: Martin Luther King Jr. was the middle child of Michael King Sr. and Alberta Williams King. The King and Williams families were rooted in rural Georgia. Martin Jr.'s grandfather, A.D. Williams, was a rural minister for years and then moved to Atlanta in 1893. Young Martin had an older sister, Willie Christine, and a younger brother, Alfred Daniel Williams King. The King children grew up in a secure and loving environment. Martin Sr. was more the disciplinarian, while his wife's gentleness easily balanced out the father's more strict hand. Though they undoubtedly tried, Martin Jr.’s parents couldn’t shield him completely from racism. Martin Luther King Sr. fought against racial prejudice, not just because his race suffered, but because he considered racism and segregation to be an affront to God's will. He strongly discouraged any sense of class superiority in his children which left a lasting impression on Martin Jr. Growing up in Atlanta, Georgia, Martin Luther King Jr. entered public school at age 5. In May, 1936 he was baptized, but the event made little impression on him. In May, 1941, Martin was 12 years old when is grandmother, Jennie, died of a heart attack. The event was traumatic for Martin, more so because he was out watching a parade against his parents' wishes when she died. Distraught at the news, young Martin jumped from a second story window at the family home, allegedly attempting suicide. King attended Booker T. Washington High School, where he was said to be a precocious student. He skipped both the ninth and eleventh grades, and entered Morehouse College in Atlanta at age 15, in 1944. He was a popular student, especially with his female classmates, but an unmotivated student who floated though his first two years. Although his family was deeply involved in the church and worship, young Martin questioned religion in general and felt uncomfortable with overly emotional displays of religious worship. This discomfort continued through much of his adolescence, initially leading him to decide against entering the ministry, much to his father's dismay. But in his junior year, Martin took a Bible class, renewed his faith and began to envision a career in the ministry. In the fall of his senior year, he told his father of his decision.
- The last at risk group, I will discuss is gifted males. Gifted males struggle specifically with: Belief in self Sensitivity vs. Masculinity Underachievement
- Gifted Male (He is also creatively gifted, and possibly twice-exceptional) Overview: Born in Ulm, Württemberg, Germany in 1879, Albert Einstein developed the special and general theories of relativity. In 1921, he won the Nobel Prize for physics for his explanation of the photoelectric effect. Einstein is generally considered the most influential physicist of the 20th century. He died on April 18, 1955, in Princeton, New Jersey. Early Life: Albert Einstein grew up in a secular, middle-class Jewish family. His father, Hermann Einstein, was a salesman and engineer. His mother, Pauline, ran the family household. Einstein had one sister, Maja, born two years after him. Einstein attended elementary school at the Luitpold Gymnasium in Munich, where he excelled in his studies. He enjoyed classical music and played the violin. However, he felt alienated and struggled with the rigid Prussian education he received there. He also experienced a speech difficulty, a slow cadence in his speaking where he’d pause to consider what to say next. In later years, Einstein would write about two events that had a marked effect on his childhood. One was an encounter with a compass at age five, where he marveled at the invisible forces that turned the needle. The other was at age 12, when he discovered a book of geometry which he read over and over. In 1889, the Einstein family invited a poor medical Polish medical student, Max Talmud to come to their house for Thursday evening meals. Talmud became an informal tutor to young Albert, introducing him to higher mathematics and philosophy. One of the books Talmud shared with Albert was a children’s science book in which the author imagined riding alongside electricity that was traveling inside a telegraph wire. Einstein began to wonder what a light beam would look like if you could run alongside it at the same speed. If light were a wave, then the light beam should appear stationary, like a frozen wave. Yet, in reality, the light beam is moving. This paradox led him to write his first "scientific paper" at age 16, "The Investigation of the State of Aether in Magnetic Fields." This question of the relative speed to the stationary observer and the observer moving with the light was a question that would dominate his thinking for the next 10 years. In 1894, Albert was left at a boarding house in Munich to finish his education at the Luitpold Gymnasium. Alone, miserable, and repelled by the looming prospect of military duty when he turned of age, Albert withdrew from school using a doctor’s note to excuse him and made his way to Milan to join his parents. His parents sympathized with his feelings, but were concerned about the enormous problems that he would face as a school dropout and draft dodger with no employable skills. Fortunately, Einstein was able to apply directly to the Eidgenössische Polytechnische Schule (Swiss Federal Polytechnic School) in Zürich, Switzerland. Lacking the equivalent of a high school diploma, he failed much of the entrance exam but got exceptional marks in mathematics and physics. Because of this, he was admitted to the school provided he complete his formal schooling first. He went to a special high school run by Jost Winteler in Aarau, Switzerland, and graduated in 1896 at age 17. He became lifelong friends with the Winteler family, with whom he had been boarding, and fell in love with Wintelers' daughter, Marie. At this time, Einstein renounced his German citizenship to avoid military service and enrolled at the Zurich school 10 Life Lessons from Albert Einstein: Follow your curiosity Perseverance is priceless Focus on the Present The imagination is powerful Make Mistakes Live in the Moment Create Value Don’t be repetitive Knowledge comes from experience Learn the rules and then play better
- Currently, there is no federal funding for gifted students and specific programs to help them. Because of this there is not a standardized definition accepted by everyone. However, many use the definition created by the National Association for Gifted Children. It states: Gifted individuals are those who demonstrate outstanding levels of aptitude (defines as an exceptional ability to reason and learn) or competence (documented performance or achievement in to 10% or rarer) in one or more domains. Domains include any structured area of activity with its own symbol system (e.g. mathematics, music, language) and/or sensorimotor skills (e.g. painting, dance, sports).
- The Texas Education Code 29.121 defines giftedness as the following: Gifted and talented students means a child or youth who performs at or shows the potential for performing at a remarkably high level of accomplishment when compared to others of the same age, experience, or environment and who: 1. Exhibits high performance capability in an intellectual, creative or artistic area; 2. Possesses an unusual capacity for leadership; or 3. Excels in a specific academic field
- There are many common characteristics that you can identify in gifted children. Some gifted children may only exhibit a few of these characteristics while some exhibit most of them. Children with an IQ over 130 are gifted. Although not all gifted children will have an IQ above 130. Let’s explore some of those characteristics.
- It is imperative to remember that gifted students are individuals first and foremost. As educators we cannot lump them into one category or assume that there is one blanket approach to address gifted children and their unique learning styles. Read aloud all of the characteristics listed in the slide. Discussion (5 – 10 minutes): Depending on size, it may be more effective to break up into smaller groups before discussing. Can you picture a student in your class the displays one or several of these characteristics? Is he/she defined as gifted? If not, how come? If yes, how come?
- Perfectionism, peer acceptance and under achievement are common struggles found in gifted children. The difference with these characteristics is simple, they can become extremely negative in the gifted child’s life if they are ignored. Discussion (5 – 10 minutes): Depending on size, it may be more effective to break up into smaller groups before discussing. Thinking of the same student, do the above struggles apply to him/her? Are you doing anything as his/her teacher to alleviate these struggles? Are you doing anything as his/her teacher to add to these struggles? Now, let’s explore the struggles that gifted children face in more depth.
- Perfectionism is common in many gifted children. Perfectionism is not necessarily a bad thing; however, if this characteristic is not managed properly it can make life very difficult. There is healthy and unhealthy perfectionism. As an educator, it is important to understand the difference between the two. The NAGC identifies the following as healthy examples of perfectionism: Healthy perfectionism Doing the best you can with the time and tools you have--and then moving on Setting high personal standards with a gentle acceptance of self Managing behaviors to not interfere with daily life The NAGC identifies the following as unhealthy examples of perfectionism: Unhealthy perfectionism Emphasizing and/or rewarding performance over other aspects of life Perceiving that one's work is never good enough Feeling continually dissatisfied about one's work--which can lead to depression, anxiety, and other physical symptoms Feeling guilty if not engaged in meaningful work at all times Having a compulsive drive to achieve, where personal value is based on what is produced or accomplished - See more at: http://www.nagc.org/resources-publications/resources-parents/social-emotional-issues/perfectionism#sthash.j2M6xrmf.dpuf
- Gifted students often feel isolated and alone because they don’t quite fit-in with their peers. This is a result to several reasons, but generally because academically they are so far ahead of their peers they do not relate. During adolescence there tends to be a lot of teasing and name-calling, such as “hey, nerd!” or “you are so weird!” Plain and simple, they are often more sensitive and emotionally aware than other children, can easily be hurt by unkind comments and/or rejection by others, and may be perceived as bossy, contrary, intense, serious, self-absorbed, negative, sarcastic, or bragging. They tend to be at odds with their regular peers. Often it only takes one person for the gifted student to identify with in order for he/she to feel accepted. It is important to provide opportunities for gifted children to spend time on a regular basis with like-minded children. It is important for a gifted child to feel normal and surrounding he/she with other gifted children is often the best way to do that. It is imperative for gifted children to find that sense of comfort and a place they fit in. Peer acceptance can help with overall self-concept, attitude and much more! It can also help prevent depression and isolation.
- The last big struggle, I will discuss is under achievement. There are many reasons that contribute to gifted students underachieving. For example, gifted females often mask their true gifts in order to socially fit in resulting in under achievement. Many minorities culturally as a whole do not encourage academics as a priority leading those gifted students to underachieve. There are many reasons that gifted students underachieve. As educators, it is important to recognize this in gifted students and challenge them in a different way. Gifted students are often called lazy and seem unorganized. The reality is, if a gifted student doesn’t see a point in doing something he/she won’t do it. Often gifted students are so bored in the classroom that they are simply not engaged because they are not being challenged. Sometimes gifted students are afraid to fail because they have been held to such high standards that they underachieve. Underachievement is unfortunate and avoidable. These tendencies should be identified and addressed at a young age. Gifted students need to stay on track, so they do not fall in this category. As educators, we should hold them accountable and do everything in our power to keep them challenged!
- Be aware because you can help! It is said that all a gifted child needs is one person to be on his/her side. One person to stand up for them, befriend them, and mentor them. You can help be that one person.
- It is so important to make yourself knowledgeable so you can identify the gifted students in your classroom. Read aloud all of the suggestions listed above in the slide. Multiple measures of ability and achievement are especially good for the at-risk groups (females, minority, twice- exceptional, etc.)
- “Parental opinions matter greatly to young girls, and memories of negative parental comments haunt gifted and talented women decades after they have left home” – Sally Reis, PhD I don’t think it is every a parents intention to cause negativity or add additional pressure in their child’s life. I think it is a simple lack of awareness. It is imperative for parents of gifted children to educate themselves regarding the support that is required of them in order to embrace their daughters full potential instead of destroying it. Read aloud all of the suggestions listed above in the slide.
- Find source from gifted females* It is important for the gifted student to take ownership in being gifted. Giftedness is not something that needs to be fixed in the child. Giftedness is also something that cannot be ignored in the child. By helping the gifted child realize this at a young age can be life-changing. Read aloud all of the suggestions listed above in the slide.
- I believe awareness is first and foremost the key to addressing the issues associated within the population of gifted children. Encouraging ownership is imperative, as well. Better choices need to be made by gifted children, teachers, and parents in order to adequately meet the social and emotional needs of gifted students. There is unmet potential passing daily because gifted children feel lost. I am a firm believer that through awareness and ownership the reality for gifted children can change. Please remember, this is just a simple overview of the complex topic. Gifted children deserve to be recognized and supported. It is imperative for them to be in the right environment in order to succeed. As educators, we should do all that we can in order to make that happen for gifted children.