| Week 6 Matrix | |||||
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| 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.) |
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How can we help students learn what they want to do, not just what others think they should do? |
Understand the need for supportive services for gifted individuals due to the complexity and sensitivity of their nature. Recognize that a counselor, therapist, or psychologist must be educated in the gifted field so not to misdiagnosis common characteristics of gifted individuals as pathology. Realize counseling provides empathy and partnership in times of need. Identify activities and resources to assist K-12 students who are gifted in planning for further education, career, or life choices. Recognize that guidance and career counseling support gifted individuals in decision-making for positive life choices. |
Learning Activity 6.1: Create a chart showing importance of the Aspects of Self and answer reflection questions.
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Completed Discussion Forum 6.1 with the correct number of resources stated. Submitted Learning Activity 6.1 with all sections complete. |
CHOOSE ANY 3 OF THE FOLLOWING: Lardner, C. (n.d.). School counselors light-up the intra-and inter-personal worlds of our gifted. Retrieved from http://www.hoagiesgifted.org/light_up_the_world.htm Ruff, D. (1999). If You Are So Smart, Why Do You Need Counseling? Advanced Development Journal, Vol. 8, 1999. Retrieved from http://www.sengifted.org/articles_counseling/ruf_if_youre_so_smart_why.pdf Paiva, M. (n.d.). Navigating the road of college admissions for high-achieving students. Retrieved from http://www.hoagiesgifted.org/navigating_college.htm Nemko, M. (n.d.). Career advice for geniuses. Retrieved from http://hoagiesgifted.org/career_advice.htm Azpeitia, L., & Rocamora, M. (n.d.). Misdiagnosis of the Gifted. Retrieved from http://www.sengifted.org/articles_counseling/Webb_MisdiagnosisAndDualDiagnosisOfGiftedChildren.shtml |
Delisle, J., & Galbraith, J. (2002). When gifted kids don’t have all the answers. Minneapolis, MN: Free Spirit Press. Galbraith, J., & Delisle, J. (1987). Gifted kids survival guide II, ages 11–18. Minneapolis, MN: Free Spirit Press. Galbraith, J., & Delisle, J. (1996). Gifted kids survival guide: A teen handbook. Minneapolis, MN: Free Spirit Press. Kincher, J. (1995). Psychology for kids: 40 fun tests that help you learn about yourself. Minneapolis, MN: Free Spirit Press. Lind, S. (n.d.). Developing a feeling vocabulary. Retrieved from http://www.sengifted.org/articles_social/Lind_DevelopingAFeelingVocabulary.shtml Murdock, M. (1989). Spinning inward. Boston: Shambhala. Rogers, K. (2002). Developing your child’s plan and what happens next. Re-forming gifted education. Scottsdale, AZ: Gifted Potential Press. Webb, J., Amend, E., Webb, N., Goerss, J., Beljan, P., & Olenshcak, R. (2005). Misdiagnosis and dual diagnoses of gifted children and adults. Scottsdale, AZ: Great Potential Press. Wright, A., & Olszewski-Kubilius, P. (1993). Helping gifted children and their families prepare for college: A handbook designed to assist economically disadvantaged and first-generation college attendees. Evanston, IL: NRC G/T. |
Assignments for Week 6
Review Week 6 Matrix
Read Week 6: Counseling, Guidance, and Career Placement
Complete Discussion Forum 6.1
This week, we begin with our Discussion Forum post first. As you know, most gifted students generally love to read! Your discussion forum post this week will be to find print and or online resources for your students, parents, and you to read, both fiction and non-fiction, research and anecdotal. In addition to the reading materials, find some inventories (quizzes/surveys) that help you identify the different aspects of personality and indicate those in your list, as well.
Inventory types & possibilities:
Introversion and extroversion,
Life style/career preference (Holland’s Personality Inventory),
Interest inventory (Strong-Cambell),
Self-concept inventory (Piers Harris Children’s Self Concept Scale),
Personality types,
Temperament (Keirsey Temperament Sorter);
Overexcitabilities.Please compile the list using this example (see sample list):
- Books/articles for kids to guide and/or inspire/and/or help them imagine and/or be creative (minimum 3)
- Websites for kids to guide, and/or inspire/and/or help them imagine and/or be creative. (minimum 3)
- Books for teachers/parents to guide and/or inspire (and imagine, too!) (minimum 3)
- Websites for teachers/parents to guide, etc. (minimum 3)
- Inventories – type of information provided, use in the classroom (minimum 2)
Here are 2 websites to help you on your search:
Once you have gathered some information, please post it to the Discussion Forum. Our goal is to generate a healthy list of resources that all of you can take back to your classrooms.
Please feel free to return to this post frequently to see updates and get all the information there.
Complete Learning Activity 6.1
Your learning activity is one of introspection today. Click here to download the Word document to complete this activity. (Click here to view a sample chart)
Once you have downloaded the Word document do the following:
- In the first column, list the five aspects of the Self: intellectual, emotional, physical, social, and spiritual/moral in a word document vertically, in the left-hand column.
- Next, in the second column, rank them in their order of importance to you.
- In the third column, number the five in order of how much time you spend daily on each domain.
Reaction: What do you notice about the differences between columns 1, 2, and 3? Are those numbers 4 & 5 the ones you’d like to get to, but just can’t make that happen? Under your 3 columns, write about your results and how your life would be different if you lived out of all five aspects of the Self.
As you’ve read, health and well-being is created by tending to all five aspects every day. Gifted individuals tend to overemphasize the intellect and diminish the importance of at least several parts of themselves.
Question 1: How might you help gifted children in your classroom recognize and respect their five domains?
Question 2: Could you use this exercise or one like it with your students and conduct a discussion to process the results?
When you have finished, please submit a copy of your Learning Activity 6.1 to your instructor.