Social Emotional Development of Gifted Students ...hkage.org.hk/en/hl/2018/res/Teacher.pdf · Social–Emotional Needs of Gifted Children and Adolescents Specific Needs of Gifted

Social Emotional Development of

Gifted Students:

Implications for Nurturing the Gifted at

School

Dr Rachel ZORMAN

Henrietta Szold Institute, Israel

5 December 2018 (Wednesday)

The Henrietta Szold InstituteThe National Institute for Research in the Behavioral Sciences

R a c h e l Zo rman , Ph . D .

Enhancing Social-Emotional Development of Gifted StudentsEDUCATOR WORKSHOP

Contents

I . I n t rodu ct ion : Th e H en r i e t t a S z o ld I n s t i t u t eI I . R e sea r c h : F in d ing s o n so c i a l - emot iona l dev e lopment o f

g i f t ed s t u den t sI I I . N eed s o f g i f t ed s t u den t s b a s ed o n t h e se f in d ing sI V . Use fu l p edagog ie s fo c u s ing o n t h e se n eed sV. S u c c e s s fu l p o l i c i e s a n d p r ogra ms a dd r e s s ing t h e se n eed s

T h e H e n r i e t t a S z o l d I n s t i t u t eT h e N a t i o n a l I n s t i t u t e f o r R e s e a r c h i n t h e B e h a v i o r a l S c i e n c e s

Chairman of the Board :Ms. Shlomit Amichai

Execut ive Di rector :Dr. Rachel Zorman

T h e H e n r i e t t a S z o l d I n s t i t u t eT h e N a t i o n a l I n s t i t u t e f o r R e s e a r c h i n t h e B e h a v i o r a l S c i e n c e s

Enhancing the qua l i ty of the I s rae l i educat ional and soc ia l sys tems

Provid ing app l ied research and eva luat ion serv ices to educat ion and soc ia l serv ice pract i t ioners and dec i s ion makers

Mission Vision

Department of Educational and Psychological Measurement

• Adapt ing ind iv idua l in te l l i gence t e s t s ( t r an s l a t ion , adap ta t ion and norming : the Kaufman and the Wechs l e r )

• Deve lop ing and admin i s t e r ing t e s t s to ident i fy g i f t ednes s among a l l e l ementa ry s choo l s tudent s in I s r ae l

• Deve lop ing and admin i s t e r ing ach ievement and mat r i cu l a t ion t e s t s

• Prov id ing t r a in ing fo r educa tor s

Department of Educational and Psychological Measurement

The Everest Program

i dent i fy ing and nur tur ing t a l en t in mus i c , s c i ence , a r t and spor t s

among e l ementa ry s choo l s tudent s f rom d ive r se popu la t ions

National Mentor ing Program

match ing h igh ly g i f t ed ado le s cent s w i th p ro fe s s iona l mentor s in the i r f i e ld o f in te re s t to work on jo in t p ro jec t s

Contents



S o c i a l – E m o t i o n a l D e v e l o p m e n t o f G i f t e d C h i l d r e n a n d A d o l e s c e n t s

Asynchrony

A sy nc hrony b e t w een c o g n i t i ve dev e lopment an d p h y s i c a l an d so c i a l -em o t iona l dev e lopment i s a de f in ing e l em ent o f g i f t ednes s a n d in so m e s t u dent s , i t p r ov oke s a q u a l i t a t i v e ly d i f f e r ent so c i a l e x p e r i enc e

( W i l e y , 2 0 1 6 , p . 4 )

”

“

https://youtu.be/UUe3KdKzrjQ

https://youtu.be/UUe3KdKzrjQ


Great Variance

• Cop ing w i th deve lopment a l c h a l l enge s( indus t ry v s . in fe r io r i ty , s en se o f i dent i ty)

• Deve lop ing c o nc ept s o f m o r a l i t y

• Es tab l i sh ing p ee r r e l a t ionsh ip s


Protective Factors

• Healthy per fect ionism ( P a r k e r , 2 0 0 2 )

• Se l f- worth

• Sense of connect ion to parents and fami ly

• School belonging( M u l l e r , 2 0 0 9 )


Perfectionism( P a r k e r , 2 0 0 2 )

do not set high self-expectations and are not concerned about mistakes.

set high self-expectations, feel that significant people are very demanding, avoid situations which make them seem incompetent.

set high self-expectations and are well organized, committed and agreeable.

Non- perfectionists

Dysfunctional perfectionists

Healthy perfectionists


Protective Factors( M u l l e r , 2 0 0 9 )

Self- worth- fostered by self-regulation, metacognitive and study skills and by enhanced academic self-perception

Sense of connection - to parents and family

Effect of school belonging – more than twice as large for gifted students


Factors Relating to Gender Difference

Different interactions with teachers Attribution of success and failure

(Barber & Torney-Purta 2008; Hollinger, 1991).

Challenges in interactions with peers(Luftig & Nichols, 1990; Schwartz, 1994)

Fear of success (Schwartz, 1991)

Modes of preference in test taking and class interaction

Res i l ience Perseverance to focus on

s t rengths Effect ive problem solv ing Se l f advocacy sk i l l s

Gi f ted Students with ASD –most a f fected by the syndrome( F o l e y - N i c p o n , 2 0 1 6 )


Factors enhancing success amongtwice exceptional students

Contents



Learn to acknowledge, interpret and dea l with fee l ings

Develop a growth mindset Relate to percept ion of soc ia l

expectat ions Develop sk i l l s necessary to delve

into content areas , such as f lex ib i l i ty & group work

S o c i a l – E m o t i o n a l N e e d s o f G i f t e d C h i l d r e n a n d A d o l e s c e n t s

General Needs of Gifted Students


Needs of Gifted Adolescents

Enhance a sense of belonging to school

Mainta in a sense of connect ion to parents and fami ly

Strengthen se l f worth and a bel ie fin one’s se l f

Explore content areas and interest sto establ i sh unique ident i ty


Specific Needs of Gifted Females

Crea te a soc i a l suppor t sy s tem

Des ign l ea rn ing env i ronment s in l ine w i th p re fe r r ed work s ty l e s

Nurture an in s t rumenta l s e l f pe r cep t ion

In teg ra te mul t ip l e i dent i t i e s and ro le s


Specific Needs ofTwice Exceptional Students

Adopt s t rategies for se l f control Develop s t rategies to cope with

emotional and behaviora l cha l lenges of syndrome

Capita l ize on areas of s t rength Acquire soc ia l sk i l l s to interact

with peers with s imi lar interest s

H o w t o a d d r e s s s o c i a l - e m o t i o n a l n e e d s ?

Dynamic Interplay between gifted student and the surrounding environment

Culture

Community

Peers

Family

School

Gifted students

Contents



Feedback for SuccessDiv ide in t o Pa i r sOn e i s a t e a c h e r an d t h e o t h e r i s a s t udentS i t u a t ion de s c r ip t ionKa r en r e c e i v e s a 9 5 o n h e r s p e l l ing t e s tTh e t e a c h e r g i v e s f e edb a ck t o Ka r en

Feedback for FailureC h a n g e r o l e sS i t u a t i o n D e s c r i p t i o nR i c h a r d r e c e i v e s a 6 0 o n h i s s p e l l i n g t e s tT h e t e a c h e r g i v e s f e e d b a c k t o R i c h a r dA f t e r t h e f e e d b a c k , d i s c u s s h o w d i d y o u f e e l a s t h e t e a c h e r a n d a s t h e s t u d e n t ?W h a t w a s m o s t m o t i v a t i n g ? M o s t c h a l l e n g i n g ?

https://youtu.be/KUWn_TJTrnU

https://youtu.be/KUWn_TJTrnU

S u c c e s s f u l P r a c t i c e s A d d r e s s i n g S o c i a l - E m o t i o n a l N e e d s o f G i f t e d S t u d e n t s

Promoting Growth OrientationFixed & Growth Mindsets ( D w e c k , 2 0 0 6 )


Why is Feedback important?

Enhances achievement among students

Fosters act ive involvement of s tudents in learning

Enhances se l f eva luat ion

Increases motivat ion and pos i t ive se l f image

Creates meaningful d ia logue

Changes s t rategies of teaching in l ine with feedback

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How to Provide Effective Feedback?Phases in provid ing feedback

Clar i fy that the purpose i s to improve, not to destroy

Focus on behaviors that can improve

Begin with pos i t ive feedback

Descr ibe the behavior and how to dea l with i t

Try to end with pos i t ive feedback

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Providing Feedback for Success

Investment of effort

You invested a lot of effort in this work, as evident in your thoughtful answers andin reaching your conclusions carefullyon the basis of the data



Strengthening originality

Your ideas about designing a game to teach the rules of multiplication are very original



Enhancing consistency (did not happen by luck)

As in other times, you dealt with the challenge of designing an experiment about the conditions necessary for plant growth very well

C r e a t e d b y F r e e p i k



Strengthening the belief in the ability to grow

When I heard your description of the problem, I realized that you really improved your ability to describe the issues and to find appropriate solutions for them

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Providing Feedback for ChallengesThe Power of “Not Yet”

Stress that the challenge is specific, not general

Just in this task, you did not apply your knowledge about causality yet. I am certain that if you practice, you can apply your knowledge in the next tasks.

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Providing Feedback for ChallengesThe Power of “Not Yet”

Focus on improvement

I am sure that if you try hard, you will be able to think about a better example showing the causal relationship between the weather and plant growth. You may get some ideas from the experiments that you performed onplant growth.

Cre

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Providing Feedback for ChallengesProvide normative information (You are not the only one with the problem)

As happens to many other people, it is complicated to think about all of the interactions between the events that led to World War II.

I am sure you can make several meaningful connections between these events.

In your opinion, where can you find moreInformation on these connections?


Providing Feedback for ChallengesEspecially for Twice Exceptional Students

Focus on efforts to address challenges and offer help

Instead of:You need to listen more in English lessons.

Say:Your efforts to listen in English lessons are commendable. Let’s think together about additional ways to succeed in English.


Providing Feedback for ChallengesEspecially for Twice Exceptional Students

Focus on efforts to address challenges and offer help

Instead of:You were late many times in coming to school.

Say:I value your efforts to get to school on time. I know how much it demands from you.Let’s think of several ways to get to school on time.

C r e a t e d b y R a w p i x e l . c o m - F r e e p i k . c o m


Cycle of Growth Oriented Feedback –Involving All Stakeholders ( Z o r m a n , 2 0 1 6 ) Students Set

holistic goals

Sum up feedback and its

implication

Students gather data on reaching

goals

Students present

self-assessment

Teachers and parents

provide feedback

Feedback for SuccessDiv ide in t o Pa i r sO n e i s a t e a c h e r a n d t h e o t h e r i s a s t u dentS i t ua t ion de s c r ip t ionKa r en r e c e i v e s a 9 5 o n h e r s p e l l ing t e s tTh e t e a c h e r g i v e s f e edb a ck t o Ka r en , u s in g t h e f eedb a ck s t r a t eg ie s t h a t w e d i s c u s s ed

Feedback for challengeC h a n g e r o l e sS i t u a t i o n D e s c r i p t i o nR i c h a r d r e c e i v e s a 6 0 o n h i s s p e l l i n g t e s t

T h e t e a c h e r g i v e s f e e d b a c k t o R i c h a r dA f t e r t h e f e e d b a c k , d i s c u s s w h a t w a s d i f f e r e n ti n t h e f e e d b a c k ? I n y o u r f e e l i n g s ?

Contents



S u c c e s s f u l P o l i c y a n d P r a c t i c e s A d d r e s s i n g S o c i a l- E m o t i o n a l N e e d s i n G i f t e d E d u c a t i o n i n I s r a e l

Holistic Conceptualization

Focus on invest igat ion in content areas

Higher order sk i l l s and competencies

Socia l-emotional va lues

Didact ic-organizat iona l unique pedagogies

of Core GuidelinesZ o r m a n , N a d l e r & Z e l t s e r ( i n p r e s s )


The ecological process of counseling : First phase – acceptance to magnet enrichment centersZ o r m a n , N a d l e r & Z e l t s e r ( i n p r e s s ) Culture

Express expectations and uniqueness

Conduct parent meetings

Foster group cohesiveness

Divide students into classesCommunicate with regular school

Contact community services

Connect with cultural organizations

Community

Peers

Family

School

Gifted students


The ecological process of counseling : Second phase – counseling during the yearZ o r m a n , N a d l e r & Z e l t s e r( i n p r e s s )

Culture

Integrate social-emotional activities into curriculum

Conduct parent meetings

Enhance group cohesiveness

Lead in-service training for teachersWork with regular school

Work with community services

Work with cultural organizations

Community

Peers

Family

School

Gifted students

Regional Responsibility ProgramsZ o r m a n , N a d l e r & Z e l t s e r ( i n p r e s s )

S u c c e s s f u l P o l i c y a n d P r a c t i c e s A d d r e s s i n g C o g n i t i v e a n d S o c i a l - E m o t i o n a l N e e d s i n G i f t e d E d u c a t i o n i n I s r a e l

National Responsibility ProgramsZ o r m a n , N a d l e r & Z e l t s e r ( i n p r e s s )

S u c c e s s f u l P o l i c y a n d P r a c t i c e s A d d r e s s i n g C o g n i t i v e a n d S o c i a l - E m o t i o n a l N e e d s i n G i f t e d E d u c a t i o n i n I s r a e l

The National Mentoring ProgramZ o r m a n , N a d l e r , Z e l t s e r & B a s h a n ( 2 0 1 8 )

S u c c e s s f u l P o l i c y a n d P r a c t i c e s A d d r e s s i n g C o g n i t i v e a n d S o c i a l - E m o t i o n a l N e e d si n G i f t e d E d u c a t i o n i n I s r a e l

Film on Mentoring Program

“Example is not another way to teach.It is the only way to teach”

Albert Einstein


The National Mentoring Program – Uniqueness


• Enabling highly gifted 10th and 11th grade students to do research in their own interest area with a top rate mentor

• Using ‘cutting edge’ methods to produce knowledge• Becoming familiar with the investigative world of the mentor• Producing a high quality academic product after one year


Ta l ent Dev e lopmentS k i l l & Co m mit ment Dev e lopmentZ o r m a n , N a d l e r , Z e l t s e r & B a s h a n ( 2 0 1 8 )

Individual meetings at least twice a month for a total of ten

hours

Continuous Support& Feedback

Finalconference

Opening

conferenceSkillbuilding

Planning community

activity

Implementing

community activity & Planning

final product


Extraordinary Achievements

Create original work in music and arts

Advanced study

Continue to work with mentors

Develop practical applications in science

Present in professional conferences

Publish work Participate in competitions

and research camps

https://youtu.be/JTX0diTlUFU

https://youtu.be/JTX0diTlUFU

Main CompTE7 (4).wmv

Main CompTE7 (4).wmv

מצגת איתור תלמידים מחוננים/דויטש עומר.pptx

מצגת איתור תלמידים מחוננים/דויטש עומר.pptx

Dr. Rachel ZormanExecutive Director

The Henrietta Szold InstituteThe National Institute for Research in the Behavioral Sciences

www.szold.org.il

Thanks for Participating

Copyright © 2018 by The Hong Kong Academy for Gifted Education. All rights reserved.版權所有 © 2018 香港資優教育學苑保留所有版權。

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Documents

Social Emotional Development of Gifted Students ...hkage.org.hk/en/hl/2018/res/Teacher.pdf · Social–Emotional Needs of Gifted Children and Adolescents Specific Needs of Gifted