Chapter 13: Affective Curriculum and Instruction for Gifted Learners

1. Chapter 13: Affective Curriculum and Instruction for Gifted Learners EQ: Why is it important to include an emphasis on affective curriculum for gifted learners?

2. General Notes • Gifted students’ often uneven development causes them to feel “out of sync” with others and the world around them. • Sensitivity can lead to problems by being hypercritical of self and others. • Questioning of authority can lead to problems in adult relationships, especially teachers and parents.

3. Affective Components in a Gifted Curriculum • Psycho-Social Concerns—worries about universal concerns, performance, and getting along with others. • Self-Assessment • Philosophy of Life • Bibliotherapy • Talent Development Plan

4. Top 10 Worries from Survey • Establish/maintain positive relationships with peers • Dealing with oversensitivity to what others say and do • Making appropriate career choices • Developing the ability to relax and relieve tension • Maintaining the motivation and desire to achieve

5. Top 10 Worries from Survey Cont. • Developing positive leadership skills • Getting along with siblings • Developing tolerance • Dealing with the striving for perfection • Avoiding prolonged periods of boredom

6. Emotional intelligence Framework • Perception, Appraisal, and Expression of Emotion • Emotional Facilitation of Thinking • Understanding and Analyzing Emotional information; Employing Emotional Knowledge • Regulation of Emotion

7. Perception, Appraisal, and Expression of Emotion • Identify emotion in their own physical and psychological states • Identify emotions in other people and objects • Express emotions accurately, and express needs related to those feelings • Discriminate between accurate and inaccurate, or honest and dishonest, expressions of feelings

8. Emotional Facilitation of Thinking • Redirect and prioritize their own thinking based on the feelings associated with events, and other people. • Generate or emulate vivid emotions to facilitate judgments and memories concerning feelings • Capitalize on mood swings to take multiple points of view • Use emotional states to facilitate problem solving and creativity.

9. Understanding and Analyzing Emotional information; Employing Emotional Knowledge • Understand how different emotions are related • Perceive the causes and consequences of feelings • Interpret complex feelings such as emotional blends and contradictory feeling states • Understand and predict likely transitions between emotions

10. Regulation of Emotion • Be open to feelings, both pleasant and unpleasant • Monitor and reflect on emotions • Engage, prolong, or detach from an emotional state, depending on its judged informativeness or utility • Manage emotions in oneself or others

11. Helping Students Manage Emotions • Writing about emotions • Reflective regulation • Teacher and parent strategies for promoting affective development • Using sanctions and rewards • Using the arts • Use of problem-based learning • Development of counseling skills

12. Low-Income and Minority Students • Appear socially marginalized due to socioeconomic backgrounds in respect to clothing, mannerisms, and circle of friends. • Have difficulty penetrating the inner circle of popularity • Become independent in their mode of operation • Can be deeply influenced by self-help algorithms that focus on ways to achieve upward mobility • Have skill gaps in learning, especially in core areas

13. Low-Income and Minority Students Cont. • Special features of curriculum to help… • Use of creative expressive and open-ended activities • Use of concept mapping • Use of metacognition • Use of multicultural readings and materials that emphasize multiple perspectives • Use of hand-on and real-world applications

14. Reflection: Discussion Question Do you believe that feelings drive thinking? Why or why not?

15. Preview • Chapter 14 CCGL • 2 Learning Activities due March 7 • 2 Extension Activities due March 14