Empowering Student Excellence: SMART Goals for Developing Talents

1. Writing SMART Goals for Smart Students Giving Our Students the Tools They Need to Develop Their Talents

2. Topics to Cover • Gifts and Talents as Defined by Gagne • What are SMART goals? • Creating Individual Excellence Goals • Ways to Create Time for Students to Develop Their Own Talents During the School Day • How This Fits With Other Models

3. Gagne’s DMGT CATALYSTS GIFTEDNESS = top 10 % TALENT = top 10 %

4. Giftedness- designates the possession and use of untrained and spontaneously expressed superior natural abilities to a degree that places an individual at least among the top 10% of his or her age group.- Francoys Gagne, Ph.D.

5. Talent- designates the superior mastery of systematically developed abilities and knowledge to a degree that places an individual within at least the upper 10% of age peers who are active in that field.- Francoys Gagne, Ph.D.

6. The GIFTS serve as the raw materials for developing TALENTS!

7. Transforming high potential into high performance!

8. Siblings, peers, parents, and teachers exert positive and negative influence on the process of talent development.

9. What is the difference between excellence and perfectionism?

11. SMART Goals Defined

12. Creating S.M.A.R.T. Goals Specific Measurable Attainable Realistic Timely

13. Specific - A specific goal has a much greater chance of being accomplished than a general goal. To set a specific goal you must answer the six "W" questions: *Who: Who is involved? *What: What do I want to accomplish? *Where: Identify a location. *When: Establish a time frame. *Which: Identify requirements and constraints. *Why: Specific reasons, purpose or benefits of accomplishing the goal.

14. Goals should be based on knowledge of their own aptitudes and interests. Interests Talents

15. Some people have searchlight minds. They are good at many things.Others have laser minds and are strong in one single area.-Howard Gardner

17. www.gifted.uconn.edu/3summers/pdf/ifiran.pdf

18. http://www.ncwiseowl.org/kscope/techknowpark/LoopCoaster/eSmartz1.htmlhttp://www.ncwiseowl.org/kscope/techknowpark/LoopCoaster/eSmartz1.html

20. Becoming an Achiever by Carolyn Coil

21. Measurable - Establish concrete criteria for measuring progress toward the attainment of each goal you set. When you measure your progress, you stay on track, reach your target dates, and experience the exhilaration of achievement that spurs you on to continued effort required to reach your goal. * To determine if your goal is measurable, ask questions such as......How much? How many? How will I know when it is accomplished?

22. Who are considered experts in that field? What makes them stand out?

23. Becoming an Achiever by Carolyn Coil

24. Becoming an Achiever by Carolyn Coil

25. Attainable - When you identify goals that are most important to you, you begin to figure out ways you can make them come true. You develop the attitudes, abilities, skills, and financial capacity to reach them. You begin seeing previously overlooked opportunities to bring yourself closer to the achievement of your goals.

26. The goal is to help our students find and develop their passions!Listen to the song“Ode to Kulele”

27. Realistic - To be realistic, a goal must represent an objective toward which you are both willing and able to work. A goal can be both high and realistic; you are the only one who can decide just how high your goal should be. But be sure that every goal represents substantial progress. A high goal is frequently easier to reach than a low one because a low goal exerts low motivational force. Some of the hardest jobs you ever accomplished actually seem easy simply because they were a labor of love.

28. Many times gifted students participate in GOAL VAULTING instead of pole vaulting. A gifted student might decide they want to build a nuclear reactor over the weekend and then have a breakdown when they can’t accomplish it.

29. Sometimes we think they aren’t motivated. It may be they just are not motivated in a way we appreciate.

30. Timely - A goal should be grounded within a time frame. With no time frame tied to it there's no sense of urgency. If you want to lose 10 lbs, when do you want to lose it by? "Someday" won't work. But if you anchor it within a timeframe, "by May 1st", then you've set your unconscious mind into motion to begin working on the goal.

31. “Development” means gradual change over time.Moving from novice to expert will not happen over night. Studies show it takes 10,000 hours to become a true expert at something.

32. How to Create Individual Excellence Goals

33. Studies show that most enrichment targets whole group and is not differentiated.

34. Research shows that, “Of all the students in a mixed-ability class, the most capable learners are likely to learn the least or make less notable progress during a school year.”-Winebrenner, 2005

37. Help Students Buy Back Some of Their Time

38. Learning Contract

39. Most Difficult First

40. Curriculum Compacting

41. How This Fits With Other Models

42. From the Parallel Curriculum Model

43. From the Schoolwide Enrichment Model

44. From the Autonomous Learner Model

45. Created by Jason McIntosh February 2010 Template by Animation Factory jmcinto@avondale.k12.az.us