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Best Movies & Television for Inspiring Gifted Kids

gtchat 06142018 Movies

This week at #gtchat, we explored movies and television that inspire gifted kids. They can portray gifted children in a negative light. Negativity, however, is often in the eye of the beholder. Movies and television programs reflect popular culture; and for that reason portray gifted children in a way they feel meets their audience’s expectations. Those which show gifted children in a one-dimensional light – smart kid who’s socially inept; the perfect student; a child regarded only for their contributions to society … these are negative portrayals.

What’s the downside of movies and television portraying gifted children only as geniuses or nerds? Kids are kids; they process what they see on the big and small screen. Gifted children rarely receive guidance on how to perceive these images and many adopt negative responses to being seen only for their intelligence or talents. When gifted children believe that they are only appreciated for their brain power, it can affect not only their behavior towards others but also their self-image. A poor self-image can lead to mental health issues and worse.

When gifted children see kids like themselves valued by society in films and television, they will benefit in how they see themselves and how they interact with others. Self-worth is a powerful motivator to be successful, respectful, and empathetic toward others. It improves their quality of life and of those around them; with family members, schoolmates, and teachers.

“When gifted kids see an “average” child in film or on television, they don’t see a reflection of themselves. They see someone with whom they can’t identify. This contributes to a sense separateness & increases feelings of isolation. Representation does the opposite.” ~ Jeffrey Farley, M.Ed., District Special Programs Coordinator, Beaumont ISD

When integrated into a gifted curriculum, movies and television can be a powerful teaching tool to guide students; to project role-models; to inspire creativity; to promote social consciousness. Using film and television in the classroom requires careful scrutiny of resources prior to their use. Teachers should be cognizant of individual needs of their students.

Many are fans of the recent movie, “Gifted”. They did a good job of portraying a multi-dimensional character in a highly relatable situation in a realistic way. It was obvious they knew their subject matter. Another film, Incredibles 2, debuts this week. The original, The Incredibles, has been a favorite of parents. Many films in the scifi genre include gifted children. They can often provide kids with a positive role-model.

Please check out our resources listed below! A transcript of this chat can be found at Wakelet which includes many great suggestions for movies and television programs that can inspire gifted children.

Global #gtchat Powered by the Texas Association for the Gifted and Talented  is a weekly chat on Twitter. Join us Thursdays at 8E/7C/6M/5P in the U.S. and Fridays at Noon NZST/10 AM AEST/1 AM UK  to discuss current topics in the gifted community and meet experts in the field. Transcripts of our weekly chats can be found at Wakelet. Our Facebook Page provides information on the chat and news and information regarding the gifted community. Also, checkout our Pinterest Page and Playlist on YouTube.

Head Shot 2014-07-14  About the authorLisa Conrad is the Moderator of Global #gtchat Powered by TAGT and Social Media Manager of the Global #gtchat Community. She is a longtime  advocate for gifted children and also blogs at  Gifted Parenting Support. Lisa can be contacted at: gtchatmod@gmail.com

Links:

Movie: Gifted (2017) (Preview YouTube 2:34)

Movie: The Incredibles (Trailer YouTube 2:24)

Movie: The Incredibles 2 (Trailer YouTube 2:16)

Reel Life this Ain’t

Sprite’s Site: Gifted in Reel Life

Columbo: Breaking Gifted Stereotypes

Movies Featuring Gifted Kids (and Adults!)

25 of Our Favorite Gifted Kid Movies

Giftedness in the Media

Film Producer Seeks Honest Portrayal of Growing Up Gifted

10 Movies Gifted Children Will Love

Gifted Role Models in Literature and Film

The Impact of Popular Culture on Gifted Children

Cinematherapy in Gifted Education Identity Development: Integrating the Arts through STEM-Themed Movies (pdf)

Using Movies to Guide: Teachers and Counselors Collaborating to Support Gifted Students (pdf)

Fostering The Social and Emotional Development of Gifted Children through Guided Viewing of Film

The Literacy Shed: Alma

Sprite’s Site: Googlebox

Sprite’s Site: Googlebox 2

Cybraryman’s Teaching with Movies Page

Observations on Gifted the Movie

AUS: Gifted Resources Film Discussion Series

Duke TIP: A Look at the Movie “Gifted”

GHF: Gifted in Reel Life

Image used with permission

 

Chat image courtesy of Pixabay CC0 Creative Commons

Graphic courtesy of Lisa Conrad

 

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Sibling Rivalry in Gifted Families

gtchat 05032018 Siblings

 

ALL children need to feel valued regardless of ability. It is a delicate balancing act. Parents must often be there for siblings when one is identified for a particular gifted program and another one is not. Gifted rivalry is not accidental. It’s important to realize intentions and counseling siblings is an important parental responsibility. It can extend to the selection of colleges, participation in academic competitions and affect acceleration decisions.

What role does ‘asynchronous development’ play in gifted sibling rivalry? It can dramatically change a child’s place in the family; such as when a younger child surpasses an older sibling academically (think Young Sheldon). This can affect decisions about acceleration. Asynchronous development can ultimately cause excessive stress on parents who themselves may not be able to ‘keep up’ with their child’s intellectual progress. Younger children who are profoundly gifted may be confused or feel constrained by what they can do socially because of their chronological age.

To minimize sibling rivalries, parents can avoid comparisons, emphasize strengths, reminding child of their uniqueness, and not give more privileges to one child over the other. Furthermore, they can be minimized by not assuming that problems will arise, teaching ‘fair’ doesn’t mean equal, and remembering that not all strengths and talents are either academics or sports. Parents can try their best to spend quality time with each child; providing companionship and time alone with each one.

What can parents do to build positive and cooperative relationships in the gifted family? They can value their child’s point of view as a way to encourage cooperation and value the strengths and weaknesses of each child while acknowledging their differences.

Schools can offer resources to parents of gifted children with mixed abilities. They can suggest parents utilize school guidance counselors and enlist a favorite teacher when necessary to encourage a student to model good behavior at home. Finally, schools should maintain a positive parent-school relationship by offering resources to parents such as providing opportunities for gifted children to explore interests and passions. A transcript may be found at Wakelet.

Global #gtchat Powered by the Texas Association for the Gifted and Talented  is a weekly chat on Twitter. Join us Thursdays at 8E/7C/6M/5P in the U.S. and Fridays at Noon NZST/10 AM AEST/1 AM UK  to discuss current topics in the gifted community and meet experts in the field. Transcripts of our weekly chats can be found at Wakelet. Our Facebook Page provides information on the chat and news and information regarding the gifted community. Also, checkout our Pinterest Page and Playlist on YouTube.

Head Shot 2014-07-14  About the authorLisa Conrad is the Moderator of Global #gtchat Powered by TAGT and Social Media Manager of the Global #gtchat Community. She is a longtime  advocate for gifted children and also blogs at  Gifted Parenting Support. Lisa can be contacted at: gtchatmod@gmail.com

Links:

When One Child Is Gifted: Avoiding Sibling Rivalry

How Gifted Children Impact the Family

A Gifted Child Increases Sibling Rivalry, Study Finds

The Effects of Sibling Competition

Comparing Gifted and Non-Gifted Sibling Perceptions of Family Relations (pdf 1982)

Gifted and Non-Gifted Siblings: How Conventional Wisdom is Wrong

The Social World of Gifted Children and Youth (pdf)

When One Sibling is More “Gifted” Than the Other

Tempo: Guidance & Counseling of Gifted Students

Life in the Asynchronous Family

Siblings of Twice-Exceptional Children

A Parent’s Guide to Gifted Children (Amazon)

Congrats, Your Kid is Gifted…But What About Her Sibling?

Keeping the Family Balance

Setting Boundaries for Gifted Siblings

Sibling Relationships in Families with Gifted Children (pdf)

Cybraryman’s Gifted and Talented Page

Image courtesy of Pixabay    CC0 Public Domain

Graphic courtesy of Lisa Conrad

Social Emotional Needs of Gifted Students

gtchat 04262018 Social Emotional

Gifted and talented students’ social-emotional needs are often exacerbated by asynchronous development which necessitates an awareness of each child’s needs. These include the ability to socialize, work with others, and to be self-aware. Their interpersonal needs include peer relations, relations with parents and gifted and non-gifted siblings.

Many gifted children frequently experience the negative consequences of stress and perfectionism as related to the social-emotional characteristics associated with giftedness. Overexcitabilities combined with high intellect and asynchronous development can result in emotional frustration, misbehavior when ability fails to match aspirations, and overall inability to cope with day-to-day functioning.

In today’s political and educational climate, advocacy by parents and educators is paramount to preserving and expanding services. In an era of changing mindsets over the need for provision of services for our most vulnerable students, education of the public and school administrators about the needs of GT students has garnered new importance. The role of professional development should be expanded to address the social-emotional needs of gifted and talented students as it relates to academic success.

The premise for the choice of a specific educational model should be based on the needs of GT students from year to year and be flexible. Check out a previous #gtchat here >>> with extensive resources. Many models exist and new ones are being developed. Educators should research models based on the overall needs of their classroom.

Supports should be based on an individualized plan – all gifted and talented children deserve to be supported as well as challenged in the classroom. Educators can take the first step by learning about the social emotional needs of their particular students.

How can GT educators and professionals support parents of GT and/or 2E students? GT/2E students are more intense intellectually and emotionally. Educators and professionals may need to provide parents with interventions that can be used at home. Parents need information about how the role of giftedness plays in a child’s overall well-being to mitigate their own fear of failing as a parent. A transcript of this chat may be found at Wakelet.

Global #gtchat Powered by the Texas Association for the Gifted and Talented  is a weekly chat on Twitter. Join us Thursdays at 8E/7C/6M/5P in the U.S. and Fridays at Noon NZST/10 AM AEST/1 AM UK  to discuss current topics in the gifted community and meet experts in the field. Transcripts of our weekly chats can be found at Wakelet. Our Facebook Page provides information on the chat and news and information regarding the gifted community. Also, checkout our Pinterest Page and Playlist on YouTube.

Head Shot 2014-07-14  About the authorLisa Conrad is the Moderator of Global #gtchat Powered by TAGT and Social Media Manager of the Global #gtchat Community. She is a longtime  advocate for gifted children and also blogs at  Gifted Parenting Support. Lisa can be contacted at: gtchatmod@gmail.com

Links:

The Casper Assessment for Social Emotional Skills (CASES) for K-12 Students

Casper Assessment for Social Emotional Skills (CASES) Rubric (pdf)

Brains on Fire: The Multinodality of Gifted Thinkers

Handbook of Social and Emotional Learning: Research and Practice (Amazon)

Characteristics and Problems of the Gifted: Neural Propagation Depth and Flow Motivation as a Model of Intelligence and Creativity (pdf)

Vulnerabilities of Highly Gifted Children (1984)

What is Social-emotional Learning? (APA)

Social / Emotional Aspects of Giftedness

Social-Emotional Learning and the Gifted Child

The Aspen Institute: National Commission on Social, Emotional, and Academic Development

Cultivating the Social–emotional Imagination in Gifted Education: Insights from Educational Neuroscience

Thesis: Social and Emotional Learning Needs of Gifted Students (pdf)

When Gifted Kids Get to Exhale

Supporting Emotional Needs of the Gifted: 30 Essays on Giftedness, 30 Years of SENG (Amazon)

SENG

The Unwritten Rules of Friendship: Simple Strategies to Help Your Child Make Friends (Amazon)

Heightened Multifaceted Sensitivity of Gifted Students (pdf)

Global #gtchat Powered by TAGT: Models of Gifted Education

Sprite’s Site: Stories of the OEs

Sprite’s Site: Doggy Classroom Dynamics

Dabrowski’s Over-Excitabilities A Layman’s Explanation

Living With Intensity: Understanding the Sensitivity, Excitability, and the Emotional Development of Gifted Children, Adolescents, and Adults (Amazon)

Five Unexpected Intensities of Gifted Students

Gifted and Creative Services Australia: Articles and Handouts

“Play Partner” or “Sure Shelter”: What Gifted Children Look for in Friendship

Teaching Gifted Kids in Today’s Classroom: Strategies and Techniques Every Teacher Can Use (Revised & Updated Third Edition) (Amazon)

Teaching Gifted Students in the Regular Classroom: Practical Recommendations and Interventions (pdf)

Cybraryman’s Social and Emotional Learning #SEL Page

Image courtesy of Pixabay  CC0 Public Domain

Graphic courtesy of Lisa Conrad.

Early Learning Interventions for Gifted Kids

gtchat 04192018 Early Interventions

Is it possible to provide early intervention for gifted children without formal identification? Very young children have difficulty paying attention during testing and easily distracted. A young gifted child’s performance on tests can be highly variable and thus deemed not as reliable as for older children. That said, not only is it possible to provide early intervention without formal identification; it is often necessary.

There is strong support for early intervention for gifted children based on developmentally appropriate practice; taking both age and individual appropriateness into account (Bredekamp,1987; Bredekamp & Rosegrant, 1992). Informal identification should be based on teacher and caregivers’ observation across domains – cognitive, aesthetic, social-emotional, motor, language – taking into consideration expected behaviors for the age of the child.

“Early intervention is critical to support students’ cognitive and affective growth. Enriched and engaging environments during early childhood years can lead to enhanced educational success. Early enrichment as a form of intervention is even more critical for bright learners who come from poverty or traditionally underrepresented populations.” (Keri M. Guilbault, Ed.D.) “Early educational experiences of many young gifted children provide limited challenge and hinder their cognitive growth rather than exposing learners to an expansive, engaging learning environment.” (NAGC)

Characteristics ‘usually’ associated with early giftedness include excellent memory beyond expectation for a specific age; mature thinking on complicated tasks; or precocious development of a specific skill. Early giftedness may be expressed by self-management of personal learning; seeking new and novel experiences; early reading; delight in problem solving. Young gifted children may seek older playmates; engage in imaginative play; display an advanced vocabulary; demonstrate asynchronous development.

Special activities and/or accommodations provided in the early childhood classroom or child care environment  may include providing opportunities to interact with mental peers; opportunities to think both divergently and convergently – experiences with more than on answer. Very young gifted children need exposure to social situations which respect the contributions of less-able children and foster recognition of the worth of all abilities. Young gifted children are individuals with different needs. They shouldn’t be expected to take on additional tasks or those beyond development capabilities. Consider exposure to a variety of experiences.

What can parents do to make sure their child receives needed interventions during early childhood? They can create a portfolio of their child’s work to serve as a basis for consideration in later identification. They can keep a diary of milestones and skills attainment. Parents should take care not to place unnecessary expectations on their child. They can provide opportunities for exploration of interests with trips to the library, visits to museums and cultural events, and nature experiences. A transcript may be found at Wakelet.

Global #gtchat Powered by the Texas Association for the Gifted and Talented  is a weekly chat on Twitter. Join us Thursdays at 8E/7C/6M/5P in the U.S. and Fridays at Noon NZST/10 AM AEST/1 AM UK  to discuss current topics in the gifted community and meet experts in the field. Transcripts of our weekly chats can be found at Wakelet. Our Facebook Page provides information on the chat and news and information regarding the gifted community. Also, checkout our Pinterest Page and Playlist on YouTube.

Head Shot 2014-07-14  About the authorLisa Conrad is the Moderator of Global #gtchat Powered by TAGT and Social Media Manager of the Global #gtchat Community. She is a longtime  advocate for gifted children and also blogs at  Gifted Parenting Support. Lisa can be contacted at: gtchatmod@gmail.com

Links:

Gifted Children Have Special Needs, Too

AUS: Identify Gifted Children

AUS: Gifted and Talented Education – Identification (pdf)

The Gifted and Talented Child: Best Practices for Identifying Gifted Students (pdf)

NZ: E-Portfolios as a Tool for Supporting Gifted Children in New Zealand Early Childhood Education Centres A Critical Appraisal

Early Enrichment for Young Gifted Children

Psycho-Pedagogical and Educational Aspects of Gifted Students, Starting from the Preschool Age; How Can Their Needs Be Best Met?

Small Poppies: Highly Gifted Children in the Early Years

Practical Recommendations and Interventions: Gifted Students (pdf)

A Different Perspective to the Early Intervention Applications during Preschool Period: Early Enrichment for Gifted Children

Serving Twice-Exceptional Preschoolers: Blending Gifted Education and Early Childhood Special Education Practices in Assessment and Program Planning (pdf)

Appropriate Practices for Screening, Identifying and Serving Potentially Gifted Preschoolers (pdf)

Growing Up Gifted: Developing the Potential of Children at School and at Home (8th Edition) (Amazon)

Developmentally Appropriate Curriculum: Best Practices in Early Childhood Education (Amazon)

Cybraryman’s Early Intervention Page

Image courtesy of Pixabay CC0 Public Domain

Graphic courtesy of Lisa Conrad

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