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Session #1: Characteristics of AIG Students

Explore the social and emotional needs of AIG learners, unraveling misconceptions and understanding diverse characteristics. Reflect on AIG students' traits and potential challenges, debunking common myths.

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Session #1: Characteristics of AIG Students

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  1. Division of Advanced Learning’s AIG Booster Shot Series: Social and Emotional Needs of AIG Learners Session #1: Characteristics of AIG Students

  2. Social and Emotional Needs of AIG Learners:

  3. Some realities… • In NC, gifted students comprise 12% of the general population of students (varies by district). • A typical classroom can include as many as 3 to 5 gifted students. • Giftedness can be masked by environmental situations (poverty, disabilities, social and emotional issues).

  4. 3-Minute Reflection • How would you describe these learners? • What qualities do they demonstrate? Brainstorming characteristics of gifted learners *Consider current and former students

  5. Fact: Gifted students bring a wide variety of characteristics to our classrooms. Reality Check: Some of these characteristics make our jobs easier while others make our jobs harder.

  6. Characteristics of AIGs: • Learn quickly and easily • Recall information readily • Make connections • Are curious • Are persistent • Ask questions • Possess large vocabularies • Gravitate toward older students and adults

  7. Characteristics of AIGs (cont’d): • Demonstrate a strong sense of justice • Are interested in social issues • Can be highly sensitive

  8. 5-Minute Reflection • What issues might arise from these characteristics? • Which characteristics might present difficulties? • How might these difficulties appear in the classroom? Connecting AIG characteristics to possible issues

  9. Competing Images of AIGs: What to make of them? According to a typical image, a gifted student: According to Ellen Winner, a gifted student: Demonstrates precocity Has a “rage to learn” Insists on marching to his/her own drummer Gifted Children: Myths and Realities (Winner) • Complies with rules and routines • Completes work in a timely manner • Earns good grades • Gets along well with others

  10. Giftedness Occurs on a Continuum Some gifted learners… Other gifted learners… Ask the questions Care little about grades Need time to process Manipulate information Prefer older students Struggle to focus • Know the answers • Work to earn grades • Learn quickly • Absorb information • Enjoy their peers • Are attentive

  11. 5-Minute Reflection • What differences do you see among your gifted students? • What do these differences mean for your work with them? Applying the continuum of giftedness

  12. Fact: Labels may not matter much in terms of our instruction. Reality Check: When we understand a student’s giftedness, we can better meet his or her needs.

  13. Myths About Giftedness: #1: Gifted students are a homogeneous group. #2: Gifted students do well in school. (Reality: 321 gifted students dropped out of school in NC in 2014-2015!) #3: Gifted students will make it on their own. #4: Gifted students are happy and well adjusted.

  14. 5-Minute Reflection • What other myths about giftedness do you see at work in schools? • What impacts do these myths have on how we provide for gifted students’ needs? Considering the myths about giftedness

  15. Some Final Thoughts… • What we believe about our students impacts our work with them. • Understanding gifted students’ characteristics and challenges helps us to better meet their needs. • Next session: Over-Excitability in AIGs

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