1. Serving Secondary
Gifted Students
Angela M. Housand, Ph. D.
University of North Carolina Wilmington
CAG 2012 – Palm Springs, CA
2.
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
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
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
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
37.
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
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
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.
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.”
Notes de l'éditeur
Hartley 1991
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)
