Adolescence Amplified

1. Adolescence Amplified Unlocking the Potential of Gifted Children August 21, 2010 Barbara Kennedy, presenter

3. Adolescence Amplified Activity I 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.

4. Adolescence Amplified Characteristics of Adolescents • Physical – rapid physical growth & sexual maturation • Cognitive – Thoughtful, critical, emotive, creative, capacity for mature thought

5. Adolescence Amplified Characteristics 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

6. 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. Adolescence Amplified Gifted Characteristics

8. 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.

9. Adolescence Amplified Activity With 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.

10. Adolescence Amplified

11. Adolescence Amplified What do the experts say? Gifted students need to…

12. 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

13. Social and Emotional Needs of the Gifted • 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

14. 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-Baska The College of William and Mary

15. 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

16. Social and EmotionalIssues of the Gifted • 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

17. 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.

18. Stress FactorsGifted Teens Say… • 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.

19. Adolescence Amplified What Virginia Beach teens (8th graders) say…

20. Consequences of Stress • Nervousness • Excessive daydreaming • Apathy • Laziness • Withdrawal

21. Consequences of Stress • Chemical abuse • Truancy • Vandalism • Hostility • Suicidal thoughts

22. Adolescence Amplified Advising Parents: Get the Conversation Going! • Video or TV viewing • Read biographies • Sports (ping pong!) • Food!

23. Adolescence Amplified Overarching Feelings Personal

24. Adolescence Amplified • October Sky • “The Wonder Years” • Biographies – use chapters on early years • Steven Spielberg, Rebecca Lobo, Ernest Green, Ben Carson

25. 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.

26. 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

27. Characteristics of Achievers • Goal-Oriented • Positive Thinkers • Confident • Resilient • Possess Self-Discipline • Have Pride • Proficient • Risk Takers

28. Motivation Confidence Value the Outcome Motivation Expect to Succeed

29. Strategies Break the Failure Cycle • Provide tasks students can perform • Chunk assignments • Use positive reinforcement • Conduct a plus/delta weekly

30. Strategies • Identify Learning Profile and Interest • Auditory/Sequential • Spatial • Ask what is personally meaningful • Interest inventories

31. Strategies • Identify Appropriate Learning • Expectations • Standards for performance and effort • Reflective of brain-based research • Readiness points

32. Strategies • Review and Make Plans for Developing Study Habits • Space • Schedule (time) • Place • Chunking the day

33. Strategies • Implement Goal Setting • Have Students Do A Plus/Delta • Determine suggestions for “deltas” • Think about drivers and restrainers

34. A Balanced Approach

35. Adolescence Amplified • Thanks for coming! • Please complete the evaluation sheet. Have a great year!