This session - - designed specifically for teachers, school counselors, and GT coordinators - - will highlight the who, what, why, and how of helping gifted students speak up and take charge of their own education.
You will hear what our brightest learners have to say about their educational experiences through survey responses of over 450 middle and high schoolers attending GT Carpe Diem workshops. You can also assess your own district's support for self-advocacy, share strategies that encourage student autonomy, discuss the barriers to self-advocacy for underserved learners, sample activities that promote self-advocacy, and collaborate in writing action plans for change.
Registration includes a copy of the book,
The Power of Self-Advocacy for Gifted Learners: Teaching the Four Essential Steps to Success, providing those interested in facilitating their own workshop with the necessary information, insights, and tools.
Participant Outcomes:- Recognize the importance of student self-advocacy
- Understand the rights and responsibilities of gifted students
- Learn how to assess the five areas of a learner profile
- Match student characteristics to specific programming options
- Consider the role of each stakeholder in encouraging students' self¬-advocacy
- • Plan and facilitate direct instruction on self-advocacy for gifted students
NAGC Standards AddressedStandard 1: Learning and Development
1.1. Self-Understanding. Students with gifts and talents demonstrate self-knowledge with respect to their interests, strengths, identities, and needs in socio-emotional development and in intellectual, academic, creative, leadership, and artistic domains.
1.2. Self-Understanding. Students with gifts and talents possess a developmentally appropriate understanding of how they learn and grow; they recognize the influences of their beliefs, traditions, and values on their learning and behavior.
1.7. Cognitive and Affective Growth. Students with gifts and talents recognize their preferred approaches to learning and expand their repertoire.
Standard 4: Learning Environments4.1. Personal Competence. Students with gifts and talents demonstrate growth in personal competence and dispositions for exceptional academic and creative productivity. These include self-awareness, self-advocacy, self-efficacy, confidence, motivation, resilience, independence, curiosity, and risk taking.
