Creating an Autonomous Lifestyle

George Betts, Ed.D.Director, Center for the Education & Studyof Gifted, Talented, Creative LearnersUniversity of Northern Colorado970-351-1657(UNC)970-690-8422 (cell)george.betts@unco.eduunco.edu/sep

Profiles of the Gifted and Talented

Type I - The Successful Type II - The Creative Type III - The Underground Type IV - The At-Risk Type V - The Twice Exceptional Type VI - The Autonomous Learner

Type ITHE SUCCESSFUL

As many as 90% of the identified TAG students

Discovers what “sells” at home & school

Convergent thinker Learns & tests well Eager for approval Liked by peers Positive self-concept Unaware of deficiencies

Type IITHE CREATIVE

Divergently gifted Often go unidentified Question authority Don’t conform - haven’t

learned to use the system Receive little recognition

for accomplishments Struggle with self-esteem At risk as eventual drop out

Type IIITHE UNDERGROUND

Middle school females hiding giftedness

High School boys dealing with athletic or social pressures

Minorities who are successful in school

Want to be included in non-gifted peer group

May be radical transformation from earlier grades

Their needs are often in conflict with expectations of teachers & parents

Type IVTHE AT-RISK

Angry with adults & with themselves; Defensive

System has not met needs for many years; Burn-out or Spaced-out

Depressed & withdrawn or acts out Interests are outside realm of regular

school curriculum Poor self-concept

Type VTHE TWICE EXCEPTIONAL

Physically or emotionally challenged Learning disabilities Limited English Proficiency Typically not identified gifted Programs don’t integrate their varying needs Discouraged, frustrated, rejected, helpless, powerless or

isolated School system tends to focus on the weaknesses

Type VITHE AUTONOMOUS LEARNER

Self-motivated; curious; internal locus of control

Work effectively in school system Use the school system to create

new opportunities Strong, positive self-esteem &

resilience Positive attention & support for

accomplishments Respected by adults & peers Leadership roles Independent, self-directed

Necessities for Parenting Gifted, Talented & Creative Learners

1. Positive Nourishing Environment

2. Unconditional Positive Regard

3. Understanding the Profiles of Gifted, Talented and Creative Learners

Necessities for Parenting Gifted, Talented & Creative Learners

4. Parent, Family, Friends & School Influences

5. Development of Self (Positive Self-Concept & Self-Esteem

6. Social Skills for Belonging & Learning

The Necessities for Parenting Gifted, Talented & Creative Learners

7. Underachievement vs. Selective Consumer

8. Passion Learning (Three Levels of Learning)

9. Mindset: Fixed and Growth Mindsets

10.The Autonomous Learner (lifelong, independent, self-directed, 21st century learner)

Summer Enrichment Program for the Gifted & Talented

Young Child Summer Enrichment Program (ages 4 – 9)

Summer Enrichment Program (grades 5 – 10)

Leadership Enrichment Program (grades 11 & 12)

July 8 – 21, 2012

University of Northern ColoradoGreeley Colorado970-351-2683www.unco.edu/sep