Serving gifted students requires more than challenging academic experiences. As a matter of fact, research suggests that developing certain social emotional learning (SEL) competencies like persistence, strategic risk-taking, and self-confidence are necessary for developing talent. This session introduces a series of lessons that develop social emotional learning (SEL) competencies alongside academically rigorous work to help ensure that gifted students have the skills necessary to recognize strengths, manage stress, communicate effectively, practice empathy and compassion, and motivate their actions to explore learning that is personally meaningful all while meeting rigorous academic standards.

1. SOICAL EMOTIONAL LEARNING
A Foundation for Talent Development

2. angelahousand.com
&

5. SOCIAL EMOTIONAL LEARNING
A Foundation for Talent Development

7. resilience
1. the capacity to recover quickly from
difficulties; toughness.
2. the ability of a substance or object to
spring back into shape; elasticity.
noun

8. Resiliency Mashup

10. The Year of…
GREAT
EXPECTATIONS

11. 3rd

15. FAILURE
isn’t a necessary evil.
In FACT, it isn’t EVIL at all.
It is a NECESSARY
consequence of doing
something NEW. - Ed Catmull

16. FAILEARLY
FAILFAST

17. PLAN
ASSESS
BUILD
TEST
ITERATE
What are you
planning?

18. PLAN
ASSESS
BUILD
TEST
ITERATE
How will you
build?

19. PLAN
ASSESS
BUILD
TEST
ITERATE
What is the
result?

20. PLAN
ASSESS
BUILD
TEST
ITERATE
How did it
perform?

21. ITERATE
Progress Are you as far along as you
thought you were?
Stability What is the degree to which
changes need to be made?
Modularity Are you able to change parts
or is it a complete rebuild?
PLAN
ASSESS
BUILD
TEST

22. ITERATE
Quality Did it accurately achieve its
goal? Did it break?
Maturity Was it consistently able to
achieve its goal?
Resources Are you on budget? Do you
have the resources to continue?
PLAN
ASSESS
BUILD
TEST

23. PLAN
ASSESS
BUILD
TEST
ITERATE

24. • Elevate dictionary above egg w/ 1 sheet of copy
paper and 6 inches masking tape
• Egg drop w/ purchase of materials and other
constraints (e.g. time, flash sales)
• Writing workshops

25. 200

28. Stay
in the
Struggle

29. It is impossible to live
without failing at something,
unless you live so cautiously
that you might as well
not have lived at all.
In which case,
you fail by default.
J.K. Rowling

30. PROVIDE THE
OPPORTUNITY
FOR FAILURE

31. The Year of…
GREATER
EXPECTATIONS

32. 4th

37. False praise can be as
harmful as no praise!

39. Don’t
you
think
if I were
wrong,
I’d
KNOW it?

40. Lack of
Honest
Self-Appraisal
Skills

42. angelahousand.com

43. S
TO
W
Helpful
to achieving the
objective
Harmful
to achieving the
objective
Internal Origin
Attributes of the
Individual
Strengths Weaknesses
External Origin
Attributes of the
Environment
Opportunities Threats
SWOT
Analysis

44. HISTORY

45. Memory Timeline
Observational
Research
“Professional”
Interview
(Teachers / Coaches)
Archival Research
Focus Group Interview
(Friends / Peers)
Photovoice
Personal Interview
(Family Members)
Primary Sources Survey Research
Self-History Research Tic-Tac-Toe

46. Memory Timeline
Create a timeline of major events in your life and
analyze the “who, what, when, where, and how” of
these events. A minimum of 7 events will get you
started.
Observational Research
Identify a behavior you have always exhibited that
you would like to understand better. Develop a
plan to collect time series data to help you better
understand the occurrence of the behavior.
Archival Research
Analyze historical data that have been
accumulated over your lifetime. Examples: family
records, Facebook feed, memorabilia from K-12
education.
Phone a Friend
Develop questions and conduct interviews to
collect data from your peers. People you might
interview: Classmates, team members, friends,
teachers.
Photovoice
Answer a concept-based question through
photography and narration to learn something
new about yourself or your cultural setting.
Example: What does it mean to be gifted?
Primary Sources
Analyze direct or first-hand evidence to learn
something new about yourself. Examples of
evidence: Your artwork or writing, audio/video
recordings, journal entries.

47. PHOTO
VOICE

48. http://bit.ly/EduFestPhoto

49. PLAN
ASSESS
BUILD
TEST
ITERATE

51. Fear of Failure
Goal Achievement
Opportunities

52. Fear of Failure
• Worry what others will think
• Attempt to lower expectations
• Physical symptoms
• Procrastination

53. Anxiety
Boredom
Zone
ofProxim
alD
evelopm
ent
LevelofChallenge
Level of Competence
LOW
LOW
HIGH
HIGH
Vygotsky

54. flowmihaly
csikszentmihalyi

55. Csikszentmihalyi

56. Ascending
Intellectual
Demand

57. www.achievement.org/
find-my-role-model

59. CONFIDENCE

60. MAINTAIN
RIGOROUS
STANDARDS

61. The Year of…
EVEN GREATER
EXPECTATIONS

62. 5th

64. 88,000
college students
surveyed

65. Overwhelmed
Exhausted
Extreme Anxiety 63.5%
84.3%
87.4%

66. Anxiety 2018
Anxiety 2017
Anxiety 2016 58.4%
60.9%
63.5%

68. Overwhelmed
Exhausted
Extreme Anxiety
Sad / Depressed
Angry / Irritable 40%
30%
36%
36%
31%

69. 10% perform below capacity
40% neglected responsibilities at home
21% neglected responsibilities at school
Due to STRESS

70. 32% say stress makes them feel as
though they could cry
32% say they experience headaches
21% say they experience upset
stomach or indigestion
Due to STRESS

71. What is Social &
Emotional Learning?

72. Academic
Achievement

73. SEL Programs
• Improved Classroom
Behavior
• Increased Ability to
Manage Stress & Emotions
• Better Attitudes About
Self, Others, & School

75. SEL Skills
Decreased the Likelihood of:
• Living in public
housing
• Receiving public
assistance
• Spending time in a
detention facility

77. 59% report that managing their
time to balance all activities is
a significant stressor.

78. Self-Management

79. Self-Management

80. “A child's greatest achievements are possible
in play, achievements that tomorrow will
become her basic level of real action.” - Vygotsky

81. ALLOW
TIME

82. Expect that Things
WILL Get Better

84. THE TRUE
STORY OF
THE 3 LITTLE
PIGS!
By A. Wolf

88. 2018…
2017…
2016…
2015…
2014…
Influence

89. 2018…
2017…
2016…
2015…
2014…
Influence
Most important
event in your life
for each year

90. 2018…
2017…
2016…
2015…
2014…
Influence
Percentage of
control you had
over each event

91. Take
responsibility
for their
actions…

92. November…
October…
September…
August…
July…
Influence
Most important
event in your life
for each month

93. Young people may feel
that external forces
control their lives.
Influence

94. Did you have more
control than you
thought?
Influence

95. SUPPORT
PERSPECTIVE
TAKING

96. • Build the tallest1 tower you can.
• Use only the materials provided.
• The tower must support an object of
unspecified size and weight2
Tallest Tower
1.Height will be measured from the bottom of the object.
2.Object will be a scale commensurate with materials.

105. 20 Minutes

109. TEACH
HEALTHY
COPING

117. ENGENDER
ENGAGED
PARTICIPATION

118. The Year of…
A NEW HOPE

119. 6th

122. Increased Sense of Control

123. 5 Categories of Risk
Intellectual
Social
Emotional
Physical
Spiritual
(Neihart, 1999)

124. Self-Determination
Relatedness Autonomy
Competence

125. ENCOURAGE
RISK
TAKING

127. Resilience

128. YOUR
COMFORT
ZONE

129. What is YOUR
definition of
success?

134. The greater danger
for most of us lies not
in setting our aim too
high and falling short;
but in setting our aim
too low, and
achieving our mark.
-Michelangelo