creating an autonomous lifestyle george betts, ed.d. director, center for the education & study...
TRANSCRIPT
Creating an Autonomous Lifestyle
George Betts, Ed.D.Director, Center for the Education & Studyof Gifted, Talented, Creative LearnersUniversity of Northern Colorado970-351-1657(UNC)970-690-8422 (cell)[email protected]/sep
Profiles of the Gifted and Talented
Type I - The Successful Type II - The Creative Type III - The Underground Type IV - The At-Risk Type V - The Twice Exceptional Type VI - The Autonomous Learner
Type ITHE SUCCESSFUL
As many as 90% of the identified TAG students
Discovers what “sells” at home & school
Convergent thinker Learns & tests well Eager for approval Liked by peers Positive self-concept Unaware of deficiencies
Type IITHE CREATIVE
Divergently gifted Often go unidentified Question authority Don’t conform - haven’t
learned to use the system Receive little recognition
for accomplishments Struggle with self-esteem At risk as eventual drop out
Type IIITHE UNDERGROUND
Middle school females hiding giftedness
High School boys dealing with athletic or social pressures
Minorities who are successful in school
Want to be included in non-gifted peer group
May be radical transformation from earlier grades
Their needs are often in conflict with expectations of teachers & parents
Type IVTHE AT-RISK
Angry with adults & with themselves; Defensive
System has not met needs for many years; Burn-out or Spaced-out
Depressed & withdrawn or acts out Interests are outside realm of regular
school curriculum Poor self-concept
Type VTHE TWICE EXCEPTIONAL
Physically or emotionally challenged Learning disabilities Limited English Proficiency Typically not identified gifted Programs don’t integrate their varying needs Discouraged, frustrated, rejected, helpless, powerless or
isolated School system tends to focus on the weaknesses
Type VITHE AUTONOMOUS LEARNER
Self-motivated; curious; internal locus of control
Work effectively in school system Use the school system to create
new opportunities Strong, positive self-esteem &
resilience Positive attention & support for
accomplishments Respected by adults & peers Leadership roles Independent, self-directed
Necessities for Parenting Gifted, Talented & Creative Learners
1. Positive Nourishing Environment
2. Unconditional Positive Regard
3. Understanding the Profiles of Gifted, Talented and Creative Learners
Necessities for Parenting Gifted, Talented & Creative Learners
4. Parent, Family, Friends & School Influences
5. Development of Self (Positive Self-Concept & Self-Esteem
6. Social Skills for Belonging & Learning
The Necessities for Parenting Gifted, Talented & Creative Learners
7. Underachievement vs. Selective Consumer
8. Passion Learning (Three Levels of Learning)
9. Mindset: Fixed and Growth Mindsets
10.The Autonomous Learner (lifelong, independent, self-directed, 21st century learner)
Summer Enrichment Program for the Gifted & Talented
Young Child Summer Enrichment Program (ages 4 – 9)
Summer Enrichment Program (grades 5 – 10)
Leadership Enrichment Program (grades 11 & 12)
July 8 – 21, 2012
University of Northern ColoradoGreeley Colorado970-351-2683www.unco.edu/sep