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Serving Secondary
                     Gifted Students




            Angela M. Housand, Ph. D.
University of North Carolina Wilmington
       CAG 2012 – Palm Springs, CA
Serving Secondary Gifted Students
What services are available for
 Secondary Gifted Students
       in your school?
AP EXAM
                     In 2005
1.2 million students took 2.1 million AP exams
                 in 37 subjects
AP EXAM
                     In 2009
1.6 million students took 2.8 million AP exams
                 in 37 subjects
Admission to College
• Students with an AP class on their
  transcript were 30% more likely to be
  accepted into a college or university
Admission to College
• Students with an AP class on their
  transcript were 30% more likely to be
  accepted into a college or university
• The percentage increased when the
  number of AP courses on the transcript
  increased
Top College Admissions Criteria




5th   Number of AP Courses
6th AP Class Grades
9th AP Exam Scores
Match for Gifted Students?
Match for Gifted Students?




Sometimes, but not always…
• Learn better when taught
  2-3 times faster
• Remember better with
  fewer repetitions
• Learn better when taught
  2-3 times faster
• Remember better with
  fewer repetitions

• Respond better to inquiry
  oriented instruction
• Benefit from deep
  disciplinary thinking
Gifted Students May Also

• Fear failure
• Fear success
• Be very self-critical
• Maladaptive perfectionism
• Lack strategies for coping
  with stress
• Lack self-regulation skills
PRESSU
RE
• Breadth over depth
• Test-driven
• Gatekeepers to
  college admission
  – “Requirement” for
    AIG students
PRESSU
RE
• AIG students “overload”
  – 10,000 students took 6+
    AP exams in 2006
  – More than a college
    freshman
Value in AP & IB
Strong
Curiosity
About Subject
       &
 Willingness to
    Work Hard
Greetings to you the lucky participant in AP courses this
GOLDEN 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.
• More heterogeneous
• May not meet the
  degree of challenge
  required by some
  gifted students
• As more students
  take AP exams,
  prestige decreases
Form their identity…
Understand their giftedness…
Serving Secondary Gifted Students
Explore a talent area deeply…
Serving Secondary Gifted Students
Make decisions…
Have healthy
self-expectations…
Address feelings of loneliness…
Develop social skills…
Develop healthy relationships…
Make plans for
 the future…
Persevere in the face of adversity…
Adolescence
• The time preceding adulthood
• Characterized by
  – Discovery
  – Growth
  – Increased independence
  – Transformation (physical and mental)
Adolescence
• Transition period
• Developmental Qualities
  – Malleability of thought
  – Fluctuating tastes
  – Identity formation within a culture
What more
can we do to
support gifted
students?
Effective Environments
               Provide:
  Guidance for future
   planning
  Support for personal and
   emotional development
  Instruction in self-
   regulation skills
Future Planning
   Correct identification of strengths and
    talents resulting in appropriate placement
    in classes
   Senior project opportunity for:
     Shadowing
     Meaningful internship
     Volunteerism
Serving Secondary Gifted Students
• Matched to students interests and ambitions
• Gaining access to mentors:
  – Create School Community Database
  – Nearby University, College, or Community College
  – Business Community
  – Cold calls
  – Internet
Mentorship
Future Planning
   Facilitate honest discussion about options
   Parent Education
     Potential career paths
     College choices
     Scholarships

   Provide exposure to many and varied
    possibilities
Exposure to a Wide Variety
   Disciplines
   Topics
   Occupations
   Hobbies
   Persons
   Places
   Events
Parents              Students




            Varied Experiences



Administrators                   Teachers
Future Planning
   Guide research about colleges and the
    programs they offer
   Assist in the search financial support
     Scholarships
     Free Application for Federal Student Aid
      (FAFSA)
prufrock.com
Effective Environments
               Provide:
  Guidance for future
   planning
  Support for personal and
   emotional development
  Instruction in self-
   regulation skills
Personal & Social Development

Gifted students are
concerned about being
perceived differently &
being misunderstood
because of their
giftedness.


                (Delisle&Gailbraith, 2002)
Reveal who they are…
• Address what it means to be gifted
• Be familiar with multiple conceptions of
  giftedness
• Both negative and positive characteristics of
  gifted and eminent individuals
• Share the research on social and emotional
  – Perfectionism
  – Asynchronous development
Reveal how they are different…
• Discuss topics related to being gifted
  – Intelligence
  – Creativity
  – Performance
  – Motivation
  – Achievement
• Directly and honestly address how they are
  different then their peers
Access to Like-Minded Peers
• In School
  – Safe Forum for discussion and interaction
  – Cross grade grouping – access to mental age peers
Access to Like-Minded Peers
• Across Schools
  – Teacher mentors in area of interest
  – Increase AP course offerings by partnering with
    other districts
  – Competitions
Access to Like-Minded Peers
• Outside of School
  – Summer and Enrichment Programs
  – Safe and Secure Online Groups
  – Community Based Groups
Serving Secondary Gifted Students
prufrock.com
Explicit Instruction
Teach
  Communication Skills
  Perspective Taking
Practice
  Role  Playing
  Scenarios for Engaging Social
   Challenges
  “Casual Conversation”
• Cultural assets
• Community
• Affiliation
• Conflict &
  cooperation
• Leadership
• Be knowledgeable
  about different cultural
  groups and racial
  identity within that
  group
• Be aware of bias and
  stereotype
Serving Secondary Gifted Students
Internal Drama




Life inside the mind.
Who owns my talent?
How should my talent be used?
Locus of Control

The extent to which individuals believe
that they can control the events that
affect them.
Blocks to Feeling in Control
• Thinking in absolutes
• Overgeneralization
• Distortions
  – I got a low grade in math so I am a
    failure
• Focusing on the negative
Blocks to Feeling in Control
• Guilty thinking
  – Should, ought, etc.
• Making up stories in the absence
  of information
  – “Mind reading”
  – Hypothesizing what others think
Student Ownership
• Require 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.”
Student Ownership
• Identify negative thoughts
  and dispute them
   – Counter examples
   – Experimentation
   – Discussion

• Positive self talk
   – “I’ve achieved…”
   – “I am good at…”
Being in the Moment
• Can 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?
Bibliotherapy
• Students identify
  with characters
• Similarity and
  differences between
  self and character
• Hypothesize
  characters’ thoughts
  and feelings
Cinamatherapy
• Searching for
  Bobby Fischer
• Goodwill Hunting
• A Brilliant Mind
• October Sky
Television
•Big Bang Theory
•Malcolm in the Middle
•Criminal Minds
•NCIS
•Bones
Serving Secondary Gifted Students
Book Resources
Online Resources
 Helping Adolescents Adjust to Giftedness
 Helping Gifted Students with Stress
  Management
 Independence and Relationship Issues in
  Intellectually Gifted Adolescents
Effective Environments
               Provide:
  Guidance for future
   planning
  Support for personal and
   emotional development
  Instruction in self-
   regulation skills
Self-Regulation Training

  Provides a comprehensive
   metacognitive framework to
 evaluate one’s effectiveness as
    well as the skills to attain
      optimal performance.
Cyclical and Ongoing

                Reflect
Plan


          Act
Self-Regulated Individual

   Sets realistic expectations
  and implements appropriate
   strategies to successfully
        complete goals.
Goal Setting: Why bother?
Challenges individuals to give their
efforts a preplanned direction
Take responsibility for the key events
that give form to their experience
Provides opportunity for reflection
Attainment

 Opportunity to measure and take pride
  in the achievement of a goal
 Demonstrates forward progress
 Celebrate and enjoy the satisfaction of
  achievement
 Great time to set a new goal
Behavioral SR Strategies

   Time Management
     Calendars (Google)
     Day Planners

   Organization
     Filing systems
     Routines



   Modeled, Explicitly Taught, &
    Reinforced
Decision Making Skills
   • Pros and Cons List
   • Hypothesizing
     Outcomes
   • Contingency
     Planning
   • Get Information
   • Sit and Feel
Failure is an
Opportunity to
     Learn
1831
Failed in business
1832
Defeated for Legislature
1833
Failed in business, again
1836
Had a nervous breakdown
1838
Defeated for Speaker
1840
Defeated for Elector
1848
Defeated for Congress
1856
Defeated for Vice President
1858
Defeated for Senate
1860
Elected President
The first requisite
of success is the
ability to apply your
physical and mental
energies to one
problem without
growing weary.
        -Thomas Edison
Serving Secondary Gifted Students
Thank
 You!
Questions?
Serving Secondary Gifted Students
Serving Secondary Gifted Students
•   Power
•   Authority
•   Control
•   Choices related to
    acceptance and
    achievement
Education and
    Training
• Teachers working with
  AIG students
• Parents
• Counselors
• Administrators
• Mentors and community
  members working with
  AIG students
http://nancykeane.com/rl/
Influence
On a clean sheet of paper, list the past five
 months vertically (2012, 2011, 2010…).
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.
Significant Influence
Student’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
Review the How-to
Link new experiences to past
 successes
Support processes for college
 entrance and future planning
Match student based on
 interest, desire, and need
Self-Efficacy


    An individual’s personal
  judgment of his or her own
      ability to succeed.
Self-efficacy is based on:
   Past performance
   Vicarious experiences
   Verbal persuasion
   Physiological cues
Self-efficacy influences:
 What activities we select
 How much effort we put forth
 How persistent we are in the face of
  difficulties
 The difficulty of the goals we set
Reflection Writing

    Helps to look at experiences more
     objectively
    Done regularly…
     – Repeated patterns become apparent
    A record of past successes
    Sets the stage for planning
Review the How-to
Guide  students self-beliefs, goal
 setting, and expectations
 Help  students frame information
  in a positive manner
 Provide specific cues
Review the How-to
Promote    reflection and meaningful
 dialog
 Modeling
 Journaling
 Small    and safe group discussions
Teacher Strategy
Instruct  students to use verbs
 instead of adjectives to describe
 their feelings

“Iam successful because I am
 smart.” vs. “I am successful
 because I work hard.”

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Serving Secondary Gifted Students

  • 1. Serving Secondary Gifted Students Angela M. Housand, Ph. D. University of North Carolina Wilmington CAG 2012 – Palm Springs, CA
  • 3. What services are available for Secondary Gifted Students in your school?
  • 4. AP EXAM In 2005 1.2 million students took 2.1 million AP exams in 37 subjects
  • 5. AP EXAM In 2009 1.6 million students took 2.8 million AP exams in 37 subjects
  • 6. Admission to College • Students with an AP class on their transcript were 30% more likely to be accepted into a college or university
  • 7. Admission to College • Students with an AP class on their transcript were 30% more likely to be accepted into a college or university • The percentage increased when the number of AP courses on the transcript increased
  • 8. Top College Admissions Criteria 5th Number of AP Courses 6th AP Class Grades 9th AP Exam Scores
  • 9. Match for Gifted Students?
  • 10. Match for Gifted Students? Sometimes, but not always…
  • 11. • Learn better when taught 2-3 times faster • Remember better with fewer repetitions
  • 12. • Learn better when taught 2-3 times faster • Remember better with fewer repetitions • Respond better to inquiry oriented instruction • Benefit from deep disciplinary thinking
  • 13. Gifted Students May Also • Fear failure • Fear success • Be very self-critical • Maladaptive perfectionism • Lack strategies for coping with stress • Lack self-regulation skills
  • 14. PRESSU RE • Breadth over depth • Test-driven • Gatekeepers to college admission – “Requirement” for AIG students
  • 15. PRESSU RE • AIG students “overload” – 10,000 students took 6+ AP exams in 2006 – More than a college freshman
  • 16. Value in AP & IB
  • 17. Strong Curiosity About Subject & Willingness to Work Hard
  • 18. Greetings to you the lucky participant in AP courses this GOLDEN 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.
  • 19. • More heterogeneous • May not meet the degree of challenge required by some gifted students • As more students take AP exams, prestige decreases
  • 23. Explore a talent area deeply…
  • 27. Address feelings of loneliness…
  • 30. Make plans for the future…
  • 31. Persevere in the face of adversity…
  • 32. Adolescence • The time preceding adulthood • Characterized by – Discovery – Growth – Increased independence – Transformation (physical and mental)
  • 33. Adolescence • Transition period • Developmental Qualities – Malleability of thought – Fluctuating tastes – Identity formation within a culture
  • 34. What more can we do to support gifted students?
  • 35. Effective Environments Provide: Guidance for future planning Support for personal and emotional development Instruction in self- regulation skills
  • 36. Future Planning  Correct identification of strengths and talents resulting in appropriate placement in classes  Senior project opportunity for:  Shadowing  Meaningful internship  Volunteerism
  • 38. • Matched to students interests and ambitions • Gaining access to mentors: – Create School Community Database – Nearby University, College, or Community College – Business Community – Cold calls – Internet
  • 40. Future Planning  Facilitate honest discussion about options  Parent Education  Potential career paths  College choices  Scholarships  Provide exposure to many and varied possibilities
  • 41. Exposure to a Wide Variety  Disciplines  Topics  Occupations  Hobbies  Persons  Places  Events
  • 42. Parents Students Varied Experiences Administrators Teachers
  • 43. Future Planning  Guide research about colleges and the programs they offer  Assist in the search financial support  Scholarships  Free Application for Federal Student Aid (FAFSA)
  • 45. Effective Environments Provide: Guidance for future planning Support for personal and emotional development Instruction in self- regulation skills
  • 46. Personal & Social Development Gifted students are concerned about being perceived differently & being misunderstood because of their giftedness. (Delisle&Gailbraith, 2002)
  • 47. Reveal who they are… • Address what it means to be gifted • Be familiar with multiple conceptions of giftedness • Both negative and positive characteristics of gifted and eminent individuals • Share the research on social and emotional – Perfectionism – Asynchronous development
  • 48. Reveal how they are different… • Discuss topics related to being gifted – Intelligence – Creativity – Performance – Motivation – Achievement • Directly and honestly address how they are different then their peers
  • 49. Access to Like-Minded Peers • In School – Safe Forum for discussion and interaction – Cross grade grouping – access to mental age peers
  • 50. Access to Like-Minded Peers • Across Schools – Teacher mentors in area of interest – Increase AP course offerings by partnering with other districts – Competitions
  • 51. Access to Like-Minded Peers • Outside of School – Summer and Enrichment Programs – Safe and Secure Online Groups – Community Based Groups
  • 54. Explicit Instruction Teach Communication Skills Perspective Taking Practice Role Playing Scenarios for Engaging Social Challenges “Casual Conversation”
  • 55. • Cultural assets • Community • Affiliation • Conflict & cooperation • Leadership
  • 56. • Be knowledgeable about different cultural groups and racial identity within that group • Be aware of bias and stereotype
  • 59. Who owns my talent? How should my talent be used?
  • 60. Locus of Control The extent to which individuals believe that they can control the events that affect them.
  • 61. Blocks to Feeling in Control • Thinking in absolutes • Overgeneralization • Distortions – I got a low grade in math so I am a failure • Focusing on the negative
  • 62. Blocks to Feeling in Control • Guilty thinking – Should, ought, etc. • Making up stories in the absence of information – “Mind reading” – Hypothesizing what others think
  • 63. Student Ownership • Require 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.”
  • 64. Student Ownership • Identify negative thoughts and dispute them – Counter examples – Experimentation – Discussion • Positive self talk – “I’ve achieved…” – “I am good at…”
  • 65. Being in the Moment • Can 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?
  • 66. Bibliotherapy • Students identify with characters • Similarity and differences between self and character • Hypothesize characters’ thoughts and feelings
  • 67. Cinamatherapy • Searching for Bobby Fischer • Goodwill Hunting • A Brilliant Mind • October Sky
  • 68. Television •Big Bang Theory •Malcolm in the Middle •Criminal Minds •NCIS •Bones
  • 71. Online Resources  Helping Adolescents Adjust to Giftedness  Helping Gifted Students with Stress Management  Independence and Relationship Issues in Intellectually Gifted Adolescents
  • 72. Effective Environments Provide: Guidance for future planning Support for personal and emotional development Instruction in self- regulation skills
  • 73. Self-Regulation Training Provides a comprehensive metacognitive framework to evaluate one’s effectiveness as well as the skills to attain optimal performance.
  • 74. Cyclical and Ongoing Reflect Plan Act
  • 75. Self-Regulated Individual Sets realistic expectations and implements appropriate strategies to successfully complete goals.
  • 76. Goal Setting: Why bother? Challenges individuals to give their efforts a preplanned direction Take responsibility for the key events that give form to their experience Provides opportunity for reflection
  • 77. Attainment  Opportunity to measure and take pride in the achievement of a goal  Demonstrates forward progress  Celebrate and enjoy the satisfaction of achievement  Great time to set a new goal
  • 78. Behavioral SR Strategies  Time Management  Calendars (Google)  Day Planners  Organization  Filing systems  Routines  Modeled, Explicitly Taught, & Reinforced
  • 79. Decision Making Skills • Pros and Cons List • Hypothesizing Outcomes • Contingency Planning • Get Information • Sit and Feel
  • 81. 1831 Failed in business 1832 Defeated for Legislature 1833 Failed in business, again 1836 Had a nervous breakdown 1838 Defeated for Speaker 1840 Defeated for Elector 1848 Defeated for Congress 1856 Defeated for Vice President 1858 Defeated for Senate 1860 Elected President
  • 82. The first requisite of success is the ability to apply your physical and mental energies to one problem without growing weary. -Thomas Edison
  • 88. Power • Authority • Control • Choices related to acceptance and achievement
  • 89. Education and Training • Teachers working with AIG students • Parents • Counselors • Administrators • Mentors and community members working with AIG students
  • 91. Influence On a clean sheet of paper, list the past five months vertically (2012, 2011, 2010…). 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.
  • 92. Significant Influence Student’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
  • 93. Review the How-to Link new experiences to past successes Support processes for college entrance and future planning Match student based on interest, desire, and need
  • 94. Self-Efficacy An individual’s personal judgment of his or her own ability to succeed.
  • 95. Self-efficacy is based on:  Past performance  Vicarious experiences  Verbal persuasion  Physiological cues
  • 96. Self-efficacy influences:  What activities we select  How much effort we put forth  How persistent we are in the face of difficulties  The difficulty of the goals we set
  • 97. Reflection Writing  Helps to look at experiences more objectively  Done regularly… – Repeated patterns become apparent  A record of past successes  Sets the stage for planning
  • 98. Review the How-to Guide students self-beliefs, goal setting, and expectations Help students frame information in a positive manner Provide specific cues
  • 99. Review the How-to Promote reflection and meaningful dialog Modeling Journaling Small and safe group discussions
  • 100. Teacher Strategy Instruct students to use verbs instead of adjectives to describe their feelings “Iam successful because I am smart.” vs. “I am successful because I work hard.”

Hinweis der Redaktion

  1. Hartley 1991
  2. Work with students to address their self-expectations and the expectations of others. Help them avoid over inflated expectations or false expectation (what they believe others expect of them)