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Superheroes and the Gifted

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brianhousand.com
@brianhousand

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Superheroes and the Gifted

  1. 1. WITH GREAT POWER COMES GREAT RESPONSIBILITY SUPERHEROES & THE GIFTED brianhousand.com
  2. 2. @brianhousand@gmail.com @brianhousand.com @brianhousand
  3. 3. UNIVERSITY of NORTH CAROLINA WILMINGTON WATSON COLLEGE of EDUCATION AIG
  4. 4. 2019 Summer TOUR May 28 - Capital Region ESD 113 in Tumwater, WA June 11 - Eanes Westlake School District in Austin, TX June 14-15 - DeLTA UCN / TAPPUQ in Antofagasta, Chile June 22 - Davidson Institute Summit in Reno, NV July 8-12 - 42nd Annual Confratute in Storrs, CT July 16 - RRISD Advanced Academics Conference in Round Rock, TX July 17 - Round Rock ISD in Round Rock, TX July 29 - August 2 - 23rd Annual Edufest in Boise, ID August 6-8 - Teaching Fellows Institute in Charlotte, NC August 15-16 - Kent School District Summer Summit in Auburn, WAbrianhousand.com
  5. 5. 36O ifted
  6. 6. SUPERHERO SCIENCE
  7. 7. “With great power there must also come — great responsibility”
  8. 8. 2019
  9. 9. WHAT MAKES A SUPERHERO?
  10. 10. superherodb.com
  11. 11. EXTRAORDINARY ABILITIES
  12. 12. Intensities
  13. 13. MOTIVATED BY A MISSION OR A QUEST FOR TRUTH
  14. 14. In brightest day, in blackest night, No evil shall escape my sight. Let those who worship evil's might, Beware my power, Green Lantern's light!!!
  15. 15. What does it mean to be GIFTED?
  16. 16. GIFTED
  17. 17. MYTHS, MISCONCEPTIONS, MISINFORMATION, & MISUNDERSTANDINGS
  18. 18. The only thing that any two gifted experts can agree upon is the incompetence of a third. Dr. Rick Courtright Duke TIP
  19. 19. NO ONE IS GIFTED EVERYONE IS GIFTED
  20. 20. BRIGHT VS. GIFTED?
  21. 21. IQ>130
  22. 22. ABOVE AVERAGE ABILITY CREATIVITY TASK COMMITMENT (Renzulli, 1978)
  23. 23. “Giftedness is asynchronous development in which advanced cognitive abilities and heightened intensity combine to create inner experiences and awareness that are qualitatively different from the norm. This asynchrony increases with higher intellectual capacity. The uniqueness of the gifted renders them particularly vulnerable and requires modifications in parenting, teaching and counseling in order for them to develop optimally.” (The Columbus Group, 1991)
  24. 24. Gagne’s Differentiated Model of Giftedness and Talent
  25. 25. “I’m more than just a mind.”
  26. 26. It depends.
  27. 27. 8GREATGRIPES 1. No one explains what being gifted is all about -- it's kept a big secret. 2. The stuff we do in school is too easy, and it's boring. 3. Parents, teachers and friends expect us to be perfect, to "do our best" all the time. 4. Kids often tease us about being smart. 5. Friends who really understand us are few and far between. 6. We feel too different and wish people would accept us for what we are. 7. We feel overwhelmed by the number of things we can do in life. 8. We worry a lot about world problems and feel helpless to do anything about them.
  28. 28. THE SUCCESSFUL THE CREATIVE THE UNDERGROUND THE AT-RISK THE TWICE EXCEPTIONAL THE AUTONOMOUS LEARNER BETTS’ PROFILES OF GIFTED
  29. 29. THE SUCCESSFUL •As many as 90% of the identified gifted students •Discovers what “sells” at home & school •Convergent thinker •Learns & tests well •Eager for approval •Liked by peers •Positive self-concept •Unaware of deficiencies
  30. 30. THE CREATIVE •Divergently gifted •Challenging when needs not met •Often go unidentified •Question authority •Non-conforming - haven’t learned to use the system •Receive little recognition for accomplishments •Struggle with self-esteem •At risk as eventual drop outs
  31. 31. THE UNDERGROUND •Middle school females hiding giftedness •High School boys dealing with athletic or social pressures •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
  32. 32. THE AT-RISK •Angry with adults & with themselves •Defensive •System has not met needs for many years •Burned-out or Spaced-out •Depressed & withdrawn or acts out •Interests are outside realm of regular school curriculum •Poor self-concept
  33. 33. THE 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
  34. 34. THE AUTONOMOUS LEARNER •Self confident •Enthusiastic •Desire to know & learn •Accepts failure •Intrinsic motivation •Personal power •Accepting of self and others
  35. 35. THE SUCCESSFUL THE CREATIVE THE UNDERGROUND THE AT-RISK THE TWICE EXCEPTIONAL THE AUTONOMOUS LEARNER BETTS’ PROFILES OF GIFTED
  36. 36. Dabrowski’s Overexcitabilities INTELLECTUAL PSYCHOMOTOR IMAGINATIONAL EMOTIONAL SENSUAL
  37. 37. superstimulatability nadpobudliwosc overexcitability
  38. 38. IS INSIDE OF US ALL CREATIVITY
  39. 39. mycreativetype.com
  40. 40. The Artist Seeing beauty, creating beauty. The Thinker Deep thoughts, big questions. The Adventurer So much inspiration, so little time. The Maker Committed to your craft. The Producer Process is power. The Dreamer The power of imagination unleashed. The Innovator Move, shake, disrupt, repeat. The Visionary Imagining the impossible.
  41. 41. WHAT’S YOUR KRYPTONITE?
  42. 42. DEVELOP YOUR SUPER POWERS
  43. 43. BRIANHOUSAND.COM/TALK2019

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