The Study of Mathematically Precocious Youth Identify individuals with extremely advanced mathematical reasoning abilities in middle school via above grade level tests Many of these individuals also have high spatial reasoning ability Scores on above-grade level math tests taken in middle school predicted the domain they pursued and their adult creative accomplishments There were differences in adult achievement between the lowest and highest scoring students among top 1% in ability--
Social Sciences, Biological Sciences, Arts, History, English Literature SMPY Findings Mathematical Ability Verbal Ability
Astronomy and Physics, Mathematics and Statistics, Computer and Information Sciences, MBA, Engineering, Economics (SMPY) Mathematical Ability (Spatial Ability) Verbal Ability
Conclusion THERE IS NO LIMIT TO ROLE OF DOMAIN- SPECIFIC ABIITY IN AFFECTING DOMAIN RELATED ACHIEVEMENT
Principle 3. Applications to gifted learners Teachers should not expect general giftedness nor global advanced development--look for giftedness within domains, especially as students get older and are exposed to various subjects Learn about student’s situational learning as a clue to domain abilities and incorporate into the classroom--especially with under-achieving students — e.g.,. what are they doing outside of school? Provide programming--enrichment and acceleration-- within domains Help students find learning communities that meet their interests beyond school through contests, competitions, summer programs, in their talent domain For older students, provide authentic, problem based learning opportunities with adult professionals within domains
Principle 4. Learning is based on context, so generalizing learning to new contexts is not spontaneous but instead, needs to be facilitated Transfer or generalization of knowledge and skills is not spontaneous or automatic for most students. It becomes more difficult for all students to transfer skills the more the new context is dissimilar to the original learning context Gifted students, because of their superior learning and metacognitive abilities, are more likely to spontaneously apply their knowledge and skills to new contexts, but still need help and practice to do so
Intelligence/Giftedness? is Contextual Mathematically literate adults can compute the best value in terms of groceries in a store — cost per unit of item — but do not do well on Cognition in Practice: Mind, similar types of problems in a paper and pencil mathematics, and Culture in Everyday Life . Jean Lave, New York: Cambridge test. University Press, 1988. Brazilian children selling produce on the streets Culture and Cognitive Development: are able to calculate costs correctly for buyers Studies in Mathematical Understanding. Geoffrey B. Saxe, New 95% of the time in that context but only 65% of York: Psychology Press, 2014. the time when given similar problems on a math test. Jee, B., Gentner, D., Forbus, K., Sageman, B., & Uttal, D. H. (2009). College students majoring in geology Drawing on experience: Use of sketching to evaluate knowledge of outperformed psychology students on cross- spatial scientific concepts. In sectioning or penetrative thinking tasks Proceedings of the 31st Annual involving images of rock formations, but there Conference of the Cognitive Science Society, Amsterdam, The Netherlands. was no difference between the two groups on a spatially similar task involving layers of fruit or lasagna.
Learning is Situational “ Connected learning is Connected Learning: realized when a young A Path to Talent person is able to pursue a Development personal interest or passion with the support of friends and caring adults, and is in turn able to link this learning Features of Connected Learning and interest to academic Online communities achievement, career success or civic Challenge level is constant engagement” (p. 4). Involvement is interest driven and self- directed Ito, M., Gutierrez, K., Livingston, S., Penuel, B., Rhodes, J., Peer directed Salen, K., Schor, J., Sefton-Green, J., Watkins, S. Craig (2013). Connected Learning: An Agenda for Research and Design. Irvine, CA: Digital Media and Learning Hub. Peers are individuals at the same level of talent Learning by doing and making products
Principle 4. Application to gifted learners We may not be able to identify talent if we look at performance in only one setting or situation Its important to look at what students do in contexts beyond school and its important to provide varied contexts within school for students to display/practice talent through clubs, contests, etc. Connect what students are doing outside of school with their learning within school if possible--especially critical for under-achieving and/or disengaged students
Activity Do you see students who evidence giftedness outside of school but have average or below average school achievement? How might you identify these children? How might you re-engage them in school?
Principle 5. Acquiring long term knowledge and skill is dependent upon practice Acquiring long-term knowledge and skill is largely dependent on practice. The original Top 20 document differentiated between the effectiveness of rote (drill and kill) and deliberate practice. Practice makes learning more easily retrievable. Gifted students need challenging environments that require them to practice.
5. Applying practice: Automaticity With sufficient practice, skills and knowledge become more automatic, thus freeing up cognitive resources to be applied to more difficult tasks. Practiced skills can be transferred to more complex problems and all of the above can lead to increased motivation for learning. Distributed practice is best Rest/sleep helps consolidate learning
Deliberate Practice: What does the research say? Deliberate practice refers to those training activities that were designed solely for the purpose of improving individuals’ performance by a teacher or the performers themselves. Been investigated and cited as important in sport, chess, spelling, scrabble, music, insurance Role of DP in terms of achievement varies by domain; 26% for games, 21% for music, 18% for sports, 4% for education and less than 1% for professions Research shows that the 10,000 hour rule does not necessarily apply in all domains or for all individuals DP accounted for 10% of variance for sub-elite athletes, less than 1% for elite level performers--varies by level of achievement Other kinds of experience have been found to have greater predictive power in terms of expert performance, such as number of cases handled by insurance agents and hours spent as an accompanist for piano
Important questions to ask.. What is the role of deliberate practice in various domains, particularly academic domains? Where might students benefit from deliberate practice?
Principle 5. Practicing practice for GT students Practice agendas may need to be adjusted according to interest, ability, and aspirations of each child within particular domains. Gifted students need to understand the importance of practice to reach higher level and creative work. Gifted students need guidance in engaging in deliberate practice rather than mere repetition Still under debate: The optimal contributions of practice compared to ability and psychosocial skills for novel and/or complicated tasks or tasks that occur under conditions of intense competition.
Principle 6. Clear, explanatory and timely feedback to students in important for learning True for all students Some evidence that gifted students, particularly when working on open-ended problems, benefit from less feedback from teachers and prefer the opportunity to evaluate their own progress A mix of external and internal feedback is likely optimal
Principle 6. Application to gifted learners Feedback from teachers can be used to help gifted learners calibrate self- assessment of their work Timing of feedback is important as it can provide scaffolding for learners to compete complex tasks--i.e. regular feedback at key benchmarks Formative feedback should be used sparingly during open-ended or problem based projects Feedback can be used to increase the complexity of the task for gifted learners--e.g. asking questions Feedback should not be overly negative and focus on major skills and conceptual understanding
Activity Where might deliberate practice be helpful in learning in your content area?
Principle 7. Students’ self -regulation assists learning and self-regulatory skills can be taught Self-regulated learning (SRL) is an active, constructive process whereby learners set goals for their learning and then monitor, control, and regulate their cognition, motivation and behavior, guided and constrained by their goals and contextual features in the environment. Two types of SRL are important for learning; cognitive learning strategies (rehearsal, organization, elaboration strategies) and metacognitive learning strategies (self-assessment, goal setting, monitoring of learning) SRL is critical to learning and achievement at high levels. SRL strategies can be and should be actively taught through direct instruction, classroom organization, and modeling.
Stoeger, Fleischmann, Obergriesser (2015). Asian Pacific Educ. Rev . Self-regulated learning and the gifted learner Introduce specific SRLs within specific Being able to monitor, regulate and subject areas during classroom instruction control cognition, behavior and Allow lots of opportunities to use and motivation is essential for reaching practice high levels of talent development Make explicit the connection between SRLs Research shows that SRL can be and performance taught early--in primary school For gifted students, tasks must be sufficiently Gifted students have greater challenging to require SRL and for students knowledge of cognitive learning to benefit from their use strategies than their non gifted peers, but do not differ in their frequency of Effective use of SRL improves self-efficacy using them nor competence in and motivation, decreases helplessness applying them correctly Transfer is not automatic and must be deliberately supported
7. Self-regulation for GT students Because gifted students do not necessarily nor automatically acquire or use SRL….. Time Management Rehearsal Introduce the individual facets of SRL during instruction. Exam Prep Focus with students on why it is important to Taking Notes Practice Exams recognize one’s own strengths and weaknesses when learning and Group Study studying Elaboration accurately self-assess so as to set appropriate goals for learning Reviewing Notes Quiet Study Space learn which strategies can best facilitate the achievement of set Distributed Practice learning goals in different domains continuously monitor oneself during strategy implementation and, where needed, to make adjustments.
7. Self-regulation for GT students With your students, consider the curricular and extracurricular areas in which the individual aspects of SRL can be helpful and practices- -e.g. math club, foreign language class Keep in mind that mere discussion of the aspects of SRL will not suffice. Students will only become capable of employing specific SRL skills after they have systematically practiced using the individual SRL strategy components ******Students will only learn to apply SRL when dealing with appropriately challenging material
Activity Are there particular learning strategies that are especially critical to learning in your content area? How might you promote their use by students in your classes?
Principle 8. Student creativity can be fostered Contrary to the conventional wisdom that creativity is a stable trait (you either have it or you don’t), creative thinking can be developed and nurtured in students, making it an important outcome of the learning process for students and educators. The creative process is often misconstrued as being purely spontaneous or even frivolous, yet extensive research provides evidence that creativity and innovation are the result of disciplined thinking. Creativity is better developed within a specific domain such as math, science, or the arts. Adulthood Childhood Process Person Product
Megamodel Subotnik, Olszewski-Kubilius & Worrell, 2011
8. Practicing creativity with GT students Gifted students are most likely to benefit from an emphasis on problem-identification skills more than working on pre-established problems. Emphasize the value of diverse perspectives as fuel for discussion, reinforcing that such perspectives are clearly valued and not penalized in the classroom. Provide concrete feedback regarding: novelty, usefulness, elegance of products and solutions Know when it’s appropriate to seek creative solutions and when it is more efficient to learn a correct answer.
Starko--Three Keys to Creativity in the Classroom Teaching the skills and attitudes of creativity involves explicitly teaching 1. students about creativity, the lives of creative individuals, the nature of the creative process and strategies to stimulate creative thinking Teach the creative methods of the disciplines--how research is done within 2. domains--Renzulli Type 3 Develop a creative-friendly classroom--where questioning, flexible thinking, 3. problem solving, experimentation and risk-taking are allowed, where varied and flexible teaching methods are used, where students are given choices and some independence, where rewards are used thoughtfully.
8. Practicing creativity with GT students Include prompts in assignments such as create, invent, discover, imagine, or predict and explicitly instructing students in what these prompts entail cognitively and productively. Explicitly teach methods for discovering problems that require creative solutions--e.g. awareness of local, national issues, questioning attitude toward status quo, openness to experience Provide opportunities for students to identify and solve authentic problems, envision radical solutions, make unusual connections
IMSA-Illinois Mathematics and Science Academy/GCE Lab School UN Sustainable Development Goals No poverty http://www.un.org/sustainabledevelo good health pment/sustainable-development- goals/ Quality education Reduced inequalities Affordable clean energy Climate action Decent work and economic growth Clean water and sanitation Peace, justice
Teaching Creative Thinking Skills Science Olympiads--International Odyssey of the Mind Future Problem Solving Invention Maker Spaces WITH DELIBERATE APPLICATION TO CONTENT DOMAINS!!!!!
8. Practicing creativity with GT students--for teachers Teachers are powerful models, and, as such, they should share with students their own creativity — including the use of multiple strategies to identify and solve problems across various aspects of their lives. Avoid seeing highly creative students as disruptive Downplay the use of rewards and praise for students’ creative efforts, focus instead on the intrinsic value of the creative experience and application of real-world criteria to creative products Allow for a wide range of approaches to completing tasks, solving problems and demonstrating knowledge
Principle 9. Students tend to enjoy learning and to do better when they are more intrinsically rather than extrinsically motivated to achieve Students engage in academic tasks because of both intrinsic and extrinsic motivation--both are valuable and important Intrinsic and extrinsic motivation are not ends of a continuum, can co-exist within a task, but are related to different factors Intrinsic motivation is related to enjoyment (participation is its own reward); feelings of competence and autonomy; and more enduring/deeper learning Extrinsic motivation starts as means to an end, can be helpful for tasks that need practice to develop automaticity and builds foundation for more complex and creative tasks extrinsic intrinsic Reaching higher levels of talent development requires intrinsic motivation
9. Motivation for GT students Gifted students tend to score higher on measures of intrinsic motivation. Gifted learners report more enjoyment of thinking and learning. Gifted/creative “underachievers” or “selective achievers” may be intrinsically motivated, but for non-school tasks.
Activity 1. In what situations and under what circumstances might you use extrinsic rewards to facilitate student learning in your content area and classes?
9. Motivation for GT students Intrinsic motivation may be lacking because… Optimal challenge is often lacking (flow) Situations requiring hard work may be perceived as a threat Typically praised for speed and relative performance (“What did you get?” rather than “What did you learn?”) Students do not see value of the work
TARGET Model of Motivation-Clinkenbeard, Psychology in the Schools , 2012 1. T asks are of optimal difficulty TARGET is a model for structuring classroom practices in a way that is 2. A uthority--students share in decisions designed to promote student motivation. about ways to demonstrate learning, choice 3. R ecognition for accomplishment and TARGET includes 6 classroom variables, and each has… improvement 4. G rouping that is flexible A strong research base Controllable by the teacher 5. E valuation that is criterion referenced Known to affect motivation and private 6. T ime adjusted for individual students
Del Siegle “My experience working with gifted students has shown that making school Types of Underachievers more meaningful appears to be the most effective strategy to address Bored student underachievement. Many gifted Selective students have the skills to be successful: Perfectionistic they simply are not choosing to engage and apply those skills because they do Struggling not see the meaningfulness in tasks they are being asked to do.”
Making Learning Meaningful By … Tied to student identity-- I am good at math Personally interesting-- I am interested in how math can be used for prediction Integral to student’s vision of the future -I want to be an engineer Viewed as useful-- Engineers need to be good at math Del Siegle
9. Supporting motivation for GT Students Provide informational feedback Control E n Choice Provide choices & autonomy but g promote challenge a Complexity g Incorporate novelty and Creative Challenge n Problem Solving as much as possible e m Caring Use flexible grouping, sometimes e n clustering students with similar t abilities/interests Kanevsky
Principle 10. Students persist in the face of challenging tasks and process information more deeply when they adopt mastery goals rather than performance goals. Performance goals are concerned with peer comparisons, and can lead to avoiding challenges. Mastery goals are oriented toward acquiring new skills or improving levels of competence and expertise. Not everything is intrinsically interesting (This connects with automaticity, but to be a high performer a child needs to be able to deploy appropriate motivational goals for different contexts Outstanding achievement requires intense engagement and effort, which is difficult without some degree of mastery orientation.
Mastery vs. Performance Orientation (Sanguras) Mastery Oriented Students Performance Oriented Students Students read on their own voraciously Pursues competitions only outside of on topic they are interested in school Lack of concern about grades Worries about less than A grades Won’t do “easy” work Memorizes easily but tends to get flustered when asked to think deeper Elaborates on content presented in class-- “makes it harder” Works for extrinsic rewards such as stickers
How to Help Students Depending on Their Performance Orientation-Sanguras Mastery Orientation Performance Orientation Capitalize on student interests in the Reward risk taking classroom Reward “failure” Use extrinsic rewards to get students Reward positive support of the to demonstrate mastery of “boring accomplishments of others work”
10. Practicing strategic use of motivational goals with GT students Teachers and parents can also help by… Emphasizing progress, growth, and improvement over current levels of performance Delivering feedback privately: praise effort as well as performance Viewing mistakes as opportunities for growth-- promote a growth mindset, grit
10. Practicing strategic use of motivational goals with GT students Individualize the pace of instruction, allowing students input and choice into setting goals, timelines, selecting projects, and ways to demonstrate learning Deliberately teach goal setting and progress monitoring: Build into larger projects Vary the groups that children work in-- even going to different grades so students are challenged. Use competition as a motivator when children are feeling sufficiently competent.
SMART Goals--Neihart Be more responsible/ Have your book and notebook S pecific ready for every class M easurable Improve your grade in my class/Complete all assigned A ttainable homework R ealistic Get an A on your science test/Review for 10 minutes T imely every night this week Be a good listener/ Do not interrupt your fellow students
Goal Setting to Reverse Underachievement (Morisano, Pihl, Shore, Huisch, Peterson, Journal of Applied Psychology, 2010) Undergraduates who were under-achieving (i.e. on probation , low GPA, expressed academic difficulty) 2.5 hour intervention focused on goal-setting Had higher GPA’s following treatment compared to control group; did not drop any courses in following semester; self-reported a reduction in negative emotions Meta-analysis of interventions for underachievement, based on effect sizes, have more impact on social-emotional variables, but not on actual achievement (Steenbergen-Hu and Olszewski-Kubilius)
Principle 11. Teachers’ expectations about their students affect students’ opportunities to learn, their motivation, and their learning outcomes Teachers can have misperceptions about students that affect expectations for achievement based on cultural, gender or racial stereotypes Teachers have been know to have both overly positive and negative misperceptions about gifted students such as: They will be perfectly behaved They don’t need to practice or study They will not have any learning problems They will be socially awkward They will not need deliberate teaching They can work independently They always do their homework They are highly motivated They are interested in everything
Teacher Identification of Gifted Students Based on different views of giftedness Tend to choose the “good” i.e. compliant, students Misses some of the most deserving students--e.g. under- achievers, 2E, low income students, highly creative Overly restrictive typically Better at identifying giftedness within domains than global giftedness or high general ability
Stereotype Threat Affects Student Performance--Claude Steele Stereotype threat refers to the anxiety felt by members of groups who are negatively stereotyped in a society, especially when they are in situations that may confirm the group stereotype Typically activated in situations where students’ performance will be judged Especially salient for individuals who care about their performance and who have a fixed view of intelligence Affects identification and performance of stereotyped students
Sense of Belonging Affects Student Engagement ---Catherine Good Sense of belonging reflects the feeling that one fits in, belongs to or is a welcome member of a particular academic community--a feeling of being valued and accepted by fellow members of the community In young children, this can be a sense of belonging in a school or class or special program. For older children, it can be a sense of belonging to a chosen academic discipline May affect students choices to participate in advanced programs/courses
Promoting Sense of Belonging/ Scholar Identity Younger Children Older Children Provide opportunities for children to Welcome all children interact with others similarly interested Provide a culturally responsive and competent in the domain curriculum Provide information on career and Create diverse groupings of students educational paths Have high expectations for all Enable students to work on authentic problems within the domain Address micro-aggressions
An Intervention Response to Psychological Stressors--Worrell Academic Talent Development Program at Univ of Califonia, Berkeley 2000 students in grades K-11, 30% formally identified as gifted Build “Belonging” by: Students reference each other’s applications and program tries to insure students’ have a friend in class Academic supports are available to all students--drop-in tutoring, study labs, counselors Social support through weekly, student newspaper and weekly treasure hunt Students are encouraged to have friends apply--friends are persons who share their interests, not necessarily of same race or social class
Psychosocial Skills are Malleable and Can be Developed Consortium on Chicago School Research: “Teaching Adolescents to Become Learners ” Academic behaviors: doing homework, studying, organizational skills Academic Perseverance: self-discipline, self-control, grit, tenacity, and delayed gratification Learning Strategies: study skills, metacognitive strategies, self-regulated learning, goal setting Academic Mindsets: sense of belongingness, growth mindset, confidence, valuing academic work Social Skills: interpersonal skills, empathy, cooperation, assertion, responsibility
Levers for Change Mindsets Learning Strategies Academic Achievement
Consortium on Chicago School Research: “Teaching Adolescents to Become Learners” “The essential question is not how to change students to improve their behaviors but rather how to create contexts that better support students in developing critical attitudes and learning strategies necessary for their academic success.” Farrington, et al, 2012
Principle 12. Setting goals that are short term (proximal), specific, and moderately challenging enhances motivation more than establishing goals that are long- term (distal), general and overly challenging Gifted students may have many lofty long term goals It may be helpful to gifted students to identify shorter-term goals that may lead to accomplishing longer term goals Helping gifted children concretize longer term goals is most important for disadvantaged children--help them to see the pathway Bringing in adult professionals to the classroom to talk to students about their educational and career paths can be very helpful Mentoring can assist lower income gifted children with crafting long term and short term goals
Achievement Motivation--Duckworth Grit --- “…. perseverance and passion for long-term goals. Grit entails working strenuously toward challenges, maintaining effort and interest over years despite failure, adversity and plateaus in progress. The gritty individual approaches achievement as a marathon; his or her advantage is stamina. Whereas disappointment or boredom signals to others that it is time to change trajectory and cut losses, the gritty individual stays the course” (p. 1087). Angela Duckworth --Requires deep interest and passion Self Control — “Self -control is a personality trait that is defined as the “voluntary regulation of attention, emotion and behavior in the service of personally valued goals and standards” (p. 440). Angela Duckworth -- requires ability to delay gratification
13. Learning is Situated Within Multiple Social Contexts Gifted children are part of families, peer groups, classrooms situated in schools, neighborhoods, cultural groups, communities, and society. All of these contexts are influenced by culture These contexts interact, positively or negatively, in- sync or out of sync The interaction between learner characteristics and social environments influences learning and achievement
13. Learning is Situated Within Multiple Social Contexts for G/T Students The locus for control of learning in a talent development framework becomes larger than the classroom; it become the learning community Each social context may support or impede a gifted student’s progress and development Appreciating the potential influence of each social context on gifted learners can enhance the effectiveness of learning Puts greater emphasis on CREATING contexts that support learning and bring out potential, particularly for socio-economically disadvantaged children
13. Learning is Situated Within Multiple Social Contexts for G/T Students Teachers need to know how the cultural backgrounds of students can influence student behavior so as to better facilitate learning Teachers should relate curriculum and instruction to students’ cultural backgrounds Educators should seek outside-of-school learning opportunities for gifted students to broaden their contact with others in the community Teachers can support students’ transfer of their competence to class and school contexts in order to capitalize on cultural strengths Teacher must work to improve their own cultural competency Establish connections with families and participate in the larger community to connect learning contexts Engage the community in supporting gifted learners--bring in adults, mentors
Principle 15. Emotional well-being influences educational performance, learning and development. Emotional well-being includes; a strong sense of self (self-concept of self-esteem) a feeling of control over oneself and one’s environment (self-efficacy) general feelings of well-being that include happiness, contentment and calm healthy ways of responding to stress (coping skills, emotional regulation and resiliency). Being emotionally healthy depends on understanding, expressing, and regulating or controlling one’s emotion, as well as perceiving and understanding others’ emotions (empathy).
15. Practicing emotional well being with GT students Gifted children are generally emotionally healthy. Problems emerge from poor placement that lead to difficulty finding peers, dealing with expectations, and perfectionism. I’m so over Overexcitabilities About 20 to 30% of gifted students have self-critical, evaluative concerns that cause them anxiety. Adults are not always aware of gifted students’ emotional distress because they maintain high achievement. Twice exceptional and highly gifted students may be especially vulnerable.
15. Practicing emotional well being with GT students Teachers are key to establishing a classroom climate in which: all students are accepted, valued, and respected have opportunities to achieve at an appropriate level of challenge have opportunities for positive relationships with adults and peers. Teachers can help promote emotional well-being by giving children a vocabulary of words to label emotions, model appropriate emotional expression and emotional regulation. Help gifted children who struggle with overly critical, self-evaluative concerns to reframe their expectations and thinking. Teach mental and social skills and coping strategies that are needed in competitive and boundary breaking environments.
Critical Psychosocial Skills for Olympic Athletes (Gould, Dieffenbach & Moffett, 2001) Ability to focus High drive Mental toughness Intrinsic motivation Hope/goal setting ability High optimism Sport intelligence Adaptive perfectionism Ability to cope Automaticity: The ability to click into automatic performance Competitiveness Emotional control: Ability to relax and Confidence activate Coachability
The Psychology of High Performance Ability to spend time alone/work Coping skills for perfectionism, independently pressure/stress, performance anxiety, threats to self-confidence Teach-ability-Being open to feedback, focused on improvement Developing strategies to resist negative peer pressure, negative Daring to be different--courage stereotypes. Cope with anxiety due to intellectual risk- Appropriate interactions with peers, taking teachers, gatekeepers Being able to work on the edges of your Ability to build a social support system competency Being able to set goals for Being able to handle competition and improvement criticism Being able to rebound from setbacks
Fueling the Worry Monster Catastrophizing, Magnifying All or Nothing Thinking Selective attention or filtering Shoulds Mind Reading Personalizing Probability overestimation
Combating the Worry Monster 1. Identify the thought. 2. Challenge the thought 3. Modify the thought 4. Replace the thought
Success Ladders Go to a public place with dogs allowed to run off- leash Go to a friend’s house with dogs Get close to a dog off-leash Get close to a dog on-leash Watch dogs from a distance Read a book about dogs
Success Ladder Participate in a competition Participate in a “practice” Success Ladders competition Dan Peters Visualize participating in a competition Watch a competition Talk about the pros and cons of competition
Success Ladder Give a presentation to the class Success Ladders Give a practice presentation to a live audience Dan Peters Film yourself giving a presentation Visualize giving a presentation Watch presentations on youtube that are not perfect Talk about your fears in giving a presentation
Neihart--Peak Performance Comfort Zone Confidence Zone Edge of Competence Zone Out of Your League Zone Working on the Edge of One’s Competency
2E RESOURCE https://www2. education.uio wa.edu/belinb lank/clinic
Principles 18, 19, & 20. Principle 18. Formative and summative Principle 19. Students skill, knowledge, assessments are both important and and abilities are best measured with useful but require different approaches assessment processes grounded in and interpretations psychological science with well-defined standards for quality and fairness Allow for student choice in assessments Principle 20. Making sense of assessment Give feedback for growth, improvement data depends on clear, appropriate, and fair interpretation Give feedback privately Help students benchmark progress alongside others with similar levels of Use above-grade level assessments talent and exposure to the domain
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