What animal describes you this school year so far and why...
Giftedness and Social Emotional Learning
Jamie Jackson
jamie.jackson@hcesc.org
@jamie.jackson
Bit.ly/GEARSEL
Community Agreements
Expect and Accept Unfinished Learning
Consider the Perspective
Stay Engaged
Think Critically
Commit To Action
Learning Targets
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Can you contribute a pebble?
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“The promotion of social, emotional, and academic learning is not a shifting educational fad; it is the substance of education itself. It is not a distraction from the ‘real work’ of math and English instruction; it is how instruction can succeed.”
Aspen Institute of National Commission on Social, Emotional, and Academic Development
Why Do We Need SEL?
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Five Core Competencies of Social Emotional Learning
SEL 101 Learn about the Competencies
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The Five Core Competencies Explained | ||||
Self - Awareness | Self - Management | Social - Awareness | Relationship Skills | Responsible Decision Making |
The ability to identify your emotions, thoughts, strengths, weaknesses and needs. When students have this, they can understand/ change their behaviors to learn and grow | The ability to be in control of thoughts, feelings and actions. This enables students to have impulse control, deal with conflicts, cope with stress/anxiety, in healthy ways. | The ability to understand others’ perspectives, appreciate diversity and to demonstrate empathy and respect. | To allow students to create healthy relationships that involve communication, conflict resolution, teamwork, and listening. | The ability to evaluate the consequences of a decision and make responsible choices that are overall positive to the wellbeing of all involve in a situation. |
Asynchronous Development & Overexcitabilities/Intensities & SEL
Gifted children vary in their abilities and often their patterns of growth differ from their age peers. When the social, emotional, physical, intellectual, and creative aspects of a person develop on a trajectory that is outside of norms, and at an uneven rate, it is described as asynchronous development.
This is the innate, inborn heightened, emotions, responses to stimuli, that are intense, the extreme sensitivities which are different from the norms. There are five types/areas of intensities, a person reacts more strongly than normal for a longer period than normal to a stimulus that may be very small.
Overexcitabilities involve not only psychological factors, but also, the central nervous system.
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An individual with psychomotor intensity needs lots of movement and athletic
An individual with psychomotor intensity needs lots of movement and athletic ability, has trouble smoothing out the mind’s activities for sleeping, has tons of physical energy, fast talking, lots of gestures and sometimes nervous tics.
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Things you can do in the classroom:
They have so much energy that can be channeled into GREAT things!
Psychomotor Intensities
Sensual Intensity
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The Sensual OE is the “cut the label out of the shirt” demand, the child limps as if with a broken leg when the seam in the sock is twisted, bad smells, bright lights, and loud sounds are the end-if-the-world . This is all about the senses.
It is also the child who is awed by a song, a picture, one who has aesthetic awareness.
Things you can do in the classroom:
Imaginational Intensity
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These are the day dreamers, the space cadets, the strong visual thinkers. These imaginationalists vividly remember every dream, often react to their dreams, some believe in magic, and hold on to all those childhood beliefs, beyond the age of their peers.
Things you can do in the classroom:
Intellectual Intensity
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Intellectual overexcitability is the usual definition of “giftedness.” These children enjoy logic problems, brainteasers, complex reasoning, puzzles, and figuring things out (like mysteries).
They have a total love for academics and any new information. They can absorb new information sometimes faster than you can get it in their hands.
Things you can do in the classroom:
Emotional Intensity: A Heavy Hitter
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The final OE, Emotional, drives all the others. It is believed to be the central intensity, the energy center from which the entire constellation of overexcitabilities is generated.
This is being happier when happy, sadder when sad, angrier when angry.
There is a need for deep connections with people and animals. If this individual can’'t find a friend, they invent imaginary friends, make do with pets and stuffed animals.
Things you can do in the classroom:
What are Social Emotional Issues Facing Gifted Students?
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Gifted children demonstrate greater maturity in some domains over others, they may be at greater risk for specific social-emotional difficulties if their needs are not met. |
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THINK, LISTEN, REFLECT
If you could think about who you have learned the most from in your lifetime, who would come to your mind?
Through the Eyes of a Lion
Author: Levi Lusko
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Asynchronous Development
Asynchronous development means simply, out-of-sync, uneven development. That is when a student develops cognitively at a much faster pace than they develop physically or emotionally or socially. Although their bodies and their emotions may be in sync with their age peers, academically gifted students’ minds function at a higher level.
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The student may be many ages at one time. The child may be eight, chronologically, as he rides his bike, twelve while playing a game of chess, and fifteen while doing his accelerated, advanced Math homework. You know, our society values and cheers on the accomplishments of gifted students, however, I do not believe we understand that this same student reacts and cries, emotionally, about the thoughts of war after seeing the news on a screen.
Expert: Dr. James Webb, Author of Misdiagnosis
Resources
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