WOGI - Guidance and Counseling

Week 3 Matrix
Key Questions	Guiding Objectives	Learning Activities	Evidence of Mastery	In Depth Required Reading	Resources (These ARE NOT required reading. They are for further study if you so choose.)
How does the very nature of highly gifted and profoundly gifted individuals separate them from others? How can we identify and support a gifted child who displays atypical characteristics due to life differences? Are all intellectually gifted children emotionally and spiritually gifted as well?	Realize that, by definition, a person who has an I.Q. four or more standard deviations above the norm will have greater difficulty finding peers and will be misunderstood by others. Recognize that a person with an I.Q. four or more standard deviations above the norm is as holistically different from the norm as a person with an I.Q. four or more standard deviations below the norm is holistically different from the norm. Understand that any grouping of traits for profoundly gifted individuals is merely for convenience of presentation. Describe the different social and emotional needs of gifted students from special populations. Include gender, ethnicity and culture, socioeconomic status, twice exceptional, and underachieving students. Realize the need for additional or different assessment tools to identify special population students. Learn how to recognize, understand, and support gifted children with multiple differences. Understand distinguishing characteristics of emotional giftedness. Become aware of characteristics of spiritual giftedness displayed in children. Realize a person can be emotionally or spiritually gifted and not intellectually gifted, or intellectually gifted and not emotionally or spiritually gifted.	Learning Activity 3.1: Complete the Comparison Chart explaining a few of the social and emotional needs faced by each group of gifted students and some possible intervention strategies that a regular classroom teacher can utilize. Write a paragraph describing the gifted qualities/attributes of the movie character from the movie you chose to watch. (See list in Week 3.) This will be attached to the chart. Learning Activity 3.2: Gather your thoughts regarding the different aspects of emotional and spiritual giftedness. Address the similarities and differences in perspectives, especially of spiritual giftedness. Ask yourself these questions: Have you seen evidence of spiritual giftedness in students or adults you know? How is spiritual giftedness shown in these individuals? Is spiritual giftedness related to religious vigor? What is your reaction to the concept of Indigo children? Do you believe there is such a thing called “spiritual giftedness”? Now create one of the following to describe these gifted attributes, present the different viewpoints, and present your personal thoughts. Utilize the questions above to help focus your product. You may do one of the following: a poem a cartoon a short Powerpoint presentation a letter to a friend or colleague a “news” article a short video an essay Approved file formats include: .PDF, Microsoft office files, image files (such as .jpg), .RTF, or a publicly available URL	Completed Comparison chart and paragraph. Completed Discussion Forum: summary of two additional articles. Completed project. Completed Discussion post 3.2.	Please choose *ONE* article to read from EACH category. Highly Gifted The 10 most commonly asked questions about highly gifted children (Kearney, K.) Exceptionally gifted children: Different minds (Lovecky, D.) Gifted with ADD/ADHD Gifted Students with Attention Deficits: Fact and/or Fiction? Or, Can We See the Forest for the Trees? (Baum, Olenchak, and Owen) ADHD and children who are gifted (Webb, J. & Latimer, D.) Gifted and Underachieving Gifted Underachievement: Oxymoron or Educational Enigma?(Schultz, B.H.) Dealing With the Needs of Underachieving Gifted Students in a Suburban School District: What Works! (Frey, C.) Gifted Boys Being a Gifted Boy: What We Have Learned (Olenchak, F.R.) Managing His Image: The Challenge Facing a Gifted Male (Hebert,T.) Gifted Girls Gifted Girls (Smutny, J. F) Tips for Parents: Helping today's girls become tomorrow's successful women: Ten tips for caring adults (Rimm, S.) Gifted and Low Socioeconomic Identifying and Nurturing the Gifted Poor (Slocumb, P.S. and Payne, R.K.) Underachievement Among Gifted Minority Students: Problems and Promises (Ford, D.Y. and Thomas, A.) + 2 articles of your choice from Hoagies Gifted: www.hoagiesgifted.org/auditory_processing.htm Joy and Loss: The Emotional Lives of Gifted Children (Freedman, J. and Jensen, A.) The moral sensitivity of gifted children and the evolution of society (Silverman, L.) Spirituality and the Highly Gifted Adolescent (Tolan, S.) Spiritual Intelligence: The Tenth Intelligence that Integrates All Other Intelligences (Sisk, D.) Anderson Cooper 360 segment: November 14, 2005 (the first 8 minutes or so is about Indigo Children)	*Personality Variance* Albert, R. (1980). Exceptionally gifted boys and their parents. Gifted Child Quarterly, 24(4), 174–179. Retrieved from http://www.davidsongifted.org/db/Articles_id_10153.aspx Clark, B. (2004). Tips for parents: Helping parents understand their profoundly gifted child. Davidson Institute Seminar. Retrieved from http://www.davidsongifted.org/db/Articles_id_10299.aspx Feldman, D. (1993). Child prodigies: A distinctive form of giftedness. Gifted Child Quarterly, 37(4), 188–193. Retrieved from http://www.davidsongifted.org/db/Articles_id_10185.aspx Hollingworth, L. (1926). Gifted children: Their nature and nurture. New York: Macmillan. Hollingworth, L. (1942). Childen above 180 I.Q. Stanford-Binet: Origin and development. New York: World Book. *Special Populations* Goldstein, L. (2001). Diamond in the rough. Retrieved from http://www.ldonline.org/article/Diamond_in_the_Rough Karnes, M. B., & Johnson, L. J. (1990). Identifying and programming for young black gifted children. Unionville, NY: Trillium Press. Lind, S. (2000). Before referring a gifted child for ADD, ADHD evaluation. Communicator, 31(4). Retrieved from http://www.sengifted.org/articles_counseling/Lind_BeforeReferringAGiftedChildForADD.shtml Lovecky, D. (2006). Different minds. Philadelphia: Jessica Kingsley Publishing. McCarty, H., & Siccone, F. (2001). Motivating your students: Before you can teach them, you have to reach them. Needham Heights, MA: Allyn & Bacon. Slocumb, P. D., & Payne, R. K. (2000). Environmental opportunities. Removing the mask: Giftedness in poverty (pp. 17–41). Highlands, TX: RFT Publishing. Silverman, L. (2003). Upside down brilliance: The visual spacial learner. Denver: DeLeon Publishing. VanTassel-Baska, J., Johnson, D., & Avery, L. D. (2002). Using performance tasks in the identification of economically disadvantaged and minority gifted learners: Findings. Gifted Child Quarterly, 46(2). *Emotional & Spiritual Giftedness* Davidson, J., & Davidson, B. (2004). Genius denied: How to stop wasting our brightest minds. New York: Simon & Schuster. Delisle, J. (2006). Parenting gifted kids: Tips for raising happy and successful kids. Waco, TX: Prufrock Press Laney, M. (2005). The hidden gifts of the introverted child: Helping your child thrive in an extroverted world. New York: Workman Publishing Co. Matthews, D., & Foster, J. (2004). Being smart about gifted children: A guidebook for parents and educators. Scottsdale, AZ: Great Potential Press. Palmer, D. (2006). Parents guide to IQ testing and gifted education. Long Beach, CA: Parent Guide Books. Rimm, S. (2007). Keys to parenting the gifted child. Scottsdale, AZ: Great Potential Press. Webb, J., Gore, J., Amend, E., & DeVries, A. (2006). A parent’s guide to gifted children. Scottsdale, AZ: Great Potential Press. Webb. J., Meckstroth, E., Tolan,S. (1982). Guiding the gifted child. Columbus, OH: Ohio Psychology Pub.

Week 3 Matrix

Key Questions

Guiding
Objectives

Learning
Activities

Evidence of
Mastery

In Depth
Required Reading

Resources
(These ARE NOT required reading. They are for further study if you so choose.)

How does the very nature of highly gifted and profoundly gifted individuals separate them from others?

How can we identify and support a gifted child who displays atypical characteristics due to life differences?

Are all intellectually gifted children emotionally and spiritually gifted as well?

Realize that, by definition, a person who has an I.Q. four or more standard deviations above the norm will have greater difficulty finding peers and will be misunderstood by others.

Recognize that a person with an I.Q. four or more standard deviations above the norm is as holistically different from the norm as a person with an I.Q. four or more standard deviations below the norm is holistically different from the norm.

Understand that any grouping of traits for profoundly gifted individuals is merely for convenience of presentation.

Describe the different social and emotional needs of gifted students from special populations. Include gender, ethnicity and culture, socioeconomic status, twice exceptional, and underachieving students.

Realize the need for additional or different assessment tools to identify special population students.

Learn how to recognize, understand, and support gifted children with multiple differences.

Understand distinguishing characteristics of emotional giftedness.

Become aware of characteristics of spiritual giftedness displayed in children.

Realize a person can be emotionally or spiritually gifted and not intellectually gifted, or intellectually gifted and not emotionally or spiritually gifted.

Learning Activity 3.1: Complete the Comparison Chart explaining a few of the social and emotional needs faced by each group of gifted students and some possible intervention strategies that a regular classroom teacher can utilize.

Write a paragraph describing the gifted qualities/attributes of the movie character from the movie you chose to watch. (See list in Week 3.) This will be attached to the chart.

Learning Activity 3.2:
Gather your thoughts regarding the different aspects of emotional and spiritual giftedness. Address the similarities and differences in perspectives, especially of spiritual giftedness. Ask yourself these questions:

Have you seen evidence of spiritual giftedness in students or adults you know?
How is spiritual giftedness shown in these individuals?
Is spiritual giftedness related to religious vigor?
What is your reaction to the concept of Indigo children?
Do you believe there is such a thing called “spiritual giftedness”?

Now create one of the following to describe these gifted attributes, present the different viewpoints, and present your personal thoughts. Utilize the questions above to help focus your product. You may do one of the following:

a poem
a cartoon
a short Powerpoint presentation
a letter to a friend or colleague
a “news” article
a short video
an essay
Approved file formats include: .PDF, Microsoft office files, image files (such as .jpg), .RTF, or a publicly available URL

Completed Comparison chart and paragraph.

Completed Discussion Forum: summary of two additional articles.

Completed project.

Completed Discussion post 3.2.

Please choose ONE article to read from EACH category.

Highly Gifted
The 10 most commonly asked questions about highly gifted children (Kearney, K.)

Exceptionally gifted children: Different minds (Lovecky, D.)

Gifted with ADD/ADHD
Gifted Students with Attention Deficits: Fact and/or Fiction? Or, Can We See the Forest for the Trees? (Baum, Olenchak, and Owen)

ADHD and children who are gifted (Webb, J. & Latimer, D.)

Gifted and Underachieving
Gifted Underachievement: Oxymoron or Educational Enigma?(Schultz, B.H.)

Dealing With the Needs of Underachieving Gifted Students in a Suburban School District: What Works! (Frey, C.)

Gifted Boys
Being a Gifted Boy: What We Have Learned (Olenchak, F.R.)

Managing His Image: The Challenge Facing a Gifted Male (Hebert,T.)

Gifted Girls
Gifted Girls (Smutny, J. F)

Tips for Parents: Helping today's girls become tomorrow's successful women: Ten tips for caring adults (Rimm, S.)

Gifted and Low Socioeconomic
Identifying and Nurturing the Gifted Poor (Slocumb, P.S. and Payne, R.K.)

Underachievement Among Gifted Minority Students: Problems and Promises (Ford, D.Y. and Thomas, A.)

+ 2 articles of your choice from Hoagies Gifted: www.hoagiesgifted.org/auditory_processing.htm

Joy and Loss: The Emotional Lives of Gifted Children (Freedman, J. and Jensen, A.)

The moral sensitivity of gifted children and the evolution of society (Silverman, L.)

Spirituality and the Highly Gifted Adolescent (Tolan, S.)

Spiritual Intelligence: The Tenth Intelligence that Integrates All Other Intelligences (Sisk, D.)

Anderson Cooper 360 segment: November 14, 2005 (the first 8 minutes or so is about Indigo Children)

Personality Variance
Albert, R. (1980). Exceptionally gifted boys and their parents. Gifted Child Quarterly, 24(4), 174–179. Retrieved from http://www.davidsongifted.org/db/Articles_id_10153.aspx

Clark, B. (2004). Tips for parents: Helping parents understand their profoundly gifted child. Davidson Institute Seminar. Retrieved from http://www.davidsongifted.org/db/Articles_id_10299.aspx

Feldman, D. (1993). Child prodigies: A distinctive form of giftedness. Gifted Child Quarterly, 37(4), 188–193. Retrieved from http://www.davidsongifted.org/db/Articles_id_10185.aspx

Hollingworth, L. (1926). Gifted children: Their nature and nurture. New York: Macmillan. Hollingworth, L. (1942). Childen above 180 I.Q. Stanford-Binet: Origin and development. New York: World Book.

Special Populations
Goldstein, L. (2001). Diamond in the rough. Retrieved from http://www.ldonline.org/article/Diamond_in_the_Rough

Karnes, M. B., & Johnson, L. J. (1990). Identifying and programming for young black gifted children. Unionville, NY: Trillium Press.

Lind, S. (2000). Before referring a gifted child for ADD, ADHD evaluation. Communicator, 31(4). Retrieved from http://www.sengifted.org/articles_counseling/Lind_BeforeReferringAGiftedChildForADD.shtml

Lovecky, D. (2006). Different minds. Philadelphia: Jessica Kingsley Publishing.

McCarty, H., & Siccone, F. (2001). Motivating your students: Before you can teach them, you have to reach them. Needham Heights, MA: Allyn & Bacon.

Slocumb, P. D., & Payne, R. K. (2000). Environmental opportunities. Removing the mask: Giftedness in poverty (pp. 17–41). Highlands, TX: RFT Publishing.

Silverman, L. (2003). Upside down brilliance: The visual spacial learner. Denver: DeLeon Publishing.

VanTassel-Baska, J., Johnson, D., & Avery, L. D. (2002). Using performance tasks in the identification of economically disadvantaged and minority gifted learners: Findings. Gifted Child Quarterly, 46(2).

Emotional & Spiritual Giftedness
Davidson, J., & Davidson, B. (2004). Genius denied: How to stop wasting our brightest minds. New York: Simon & Schuster.

Delisle, J. (2006). Parenting gifted kids: Tips for raising happy and successful kids. Waco, TX: Prufrock Press Laney, M. (2005). The hidden gifts of the introverted child: Helping your child thrive in an extroverted world. New York: Workman Publishing Co.

Matthews, D., & Foster, J. (2004). Being smart about gifted children: A guidebook for parents and educators. Scottsdale, AZ: Great Potential Press.

Palmer, D. (2006). Parents guide to IQ testing and gifted education. Long Beach, CA: Parent Guide Books.

Rimm, S. (2007). Keys to parenting the gifted child. Scottsdale, AZ: Great Potential Press.

Webb, J., Gore, J., Amend, E., & DeVries, A. (2006). A parent’s guide to gifted children. Scottsdale, AZ: Great Potential Press.

Webb. J., Meckstroth, E., Tolan,S. (1982). Guiding the gifted child. Columbus, OH: Ohio Psychology Pub.

Assignments for Week 3

Review Week 3 Matrix

Read Week 3: Personality Variance, Special Populations, and Emotional and Spiritual Giftedness

Complete Discussion Forum 3.1

Please answer the following:

Write a summary of the two articles you chose to read from the Hoagies site (or any other site you might have found with good information). Make sure you include a description of the disability and/or difficulty, how it might manifest in the classroom, and how a teacher might help a child with this or these issues.

Describe any highly gifted individuals you may know? Do you see this person reflected in any of your readings?

Comment on one other discussion post.

Complete Learning Activity 3.1

Movie Time!

Download the comparison chart and fill in the categories explaining a few of the social and emotional needs faced by each group of gifted students and some possible intervention strategies that a regular classroom teacher can utilize. As you complete the chart, pay close attention to the overlap that exists among many of these populations.

Now, choose a movie from the list in the Week 3 Lesson. All of these movies tell the story of an exceptionally gifted individual and the struggles she/he faces. As you watch the movie, indicate on your chart difficulties with which the individual struggles. When you are done watching the movie, please write a paragraph underneath your chart describing the type of giftedness and what you have learned overall from your study of the exceptionally gifted. You may certainly use a movie you have already seen, but please watch it again, since you are looking for some specific information this time.

Submit your chart and paragraph as your Learning Activity 3 assignment.

Complete Learning Activity 3.2

Gather your thoughts regarding the different aspects of emotional and spiritual giftedness. Address the similarities and differences in perspectives, especially of spiritual giftedness. Ask yourself these questions:

Have you seen evidence of spiritual giftedness in students or adults you know?

How is spiritual giftedness shown in these individuals?

Is spiritual giftedness related to religious vigor?

What is your reaction to the concept of Indigo children?

Do you believe there is such a thing called “spiritual giftedness”?

Now create one of the following to describe these gifted attributes, present the different viewpoints, and present your personal thoughts. Utilize the questions above to help focus your product. You may do one of the following:

a poem

a cartoon

a short Powerpoint presentation

a letter to a friend or colleague

a “news” article

a short video (http://www.zimmertwins.com/)

an essay

Complete Discussion Forum 3.2

You have done a tremendous amount of reading over the past two weeks on different aspects of giftedness. Now it’s time to try to put it into perspective for you as a classroom teacher. Think about the “big picture” items that really stand out to you regarding giftedness from all aspects.

What will you do with this information?
How will it inform how you interact with and prepare for the gifted learners in your classes?
What will you do differently? Why?
What will stay the same?
Are there any theories or concepts that do not resonate with you? What are they? Why do you reject them?
Imagine the ideal setting for gifted learners in blended classrooms. What does it look like? How might you achieve this in your own room?

(If you are teaching full-time gifted, please apply the same questions to that scenario.)

Now, go to Discussion Forum 3.2 and write a few paragraphs addressing the questions and statements above. Then, please respond to at least one other class participant.