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Friday, November 2 • 9:45am - 10:45am
Breakout 3D: Great Expectations and Great Mistakes

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While challenging gifted students academically, the support needed to excel in other areas can often be overlooked. Placing high expectations on gifted students and taking their success for granted can be to their detriment in the long run.

Using case studies from gifted enrichment programs and innovative school programs, this interactive session addresses strategies useful in supporting students’ development of overall purpose, self-confidence, and resilience. We will explore executive functioning as it relates to gifted student development and ways to create a positive mentality around making mistakes and failure. In addition, we will address strategies that can be used to challenge students, while still acknowledging and supporting their social and emotional needs. Presenters will provide concrete examples of realistic methods to empower students through their K-12 education and beyond.

Session attendees will come away with four main findings: The value of a community of peers, depth of student interest out of the classroom, importance of a safe space for gifted students, and the impact role models can have on positive and productive growth and development. They will have the opportunity to apply concepts learned to their home communities and develop ideas to support their students’ learning and growth.

NAGC Standards Addressed
Standard 1: Learning and Development
1.4. Awareness of Needs. Students with gifts and talents access resources from the community to support cognitive and affective needs, including social interactions with others having similar interests and abilities or experiences, including same-age peers and mentors or experts.
1.5. Awareness of Needs. Students’ families and communities understand similarities and differences with respect to the development and characteristics of advanced and typical learners and support students with gifts and talents’ needs.
1.7. Cognitive and Affective Growth. Students with gifts and talents recognize their preferred approaches to learning and expand their repertoire.

Standard 4: Learning Environments
4.2. Social Competence. Students with gifts and talents develop social competence manifested in positive peer relationships and social interactions.

Standard 5: Programming
5.3. Collaboration. Students with gifts and talents’ learning is enhanced by regular collaboration among families, community, and the school.

avatar for Katie Effertz

Katie Effertz

Outreach Specialist, WCATY
I am an self-identified nerd and lover of learning. I work with the Wisconsin Center for Academically Talented Youth, planning and running our residential summer programs at UW-Madison. I am passionate about education and providing students a place to be creative, make mistakes, and... Read More →
avatar for Alyssa Pon-Franklin

Alyssa Pon-Franklin

School Counselor, Oregon High School
Alyssa holds an Bachelor’s degree from UW-Madison in Psychology and Spanish and a Master's degree from UW-Milwaukee in School Counseling. She currently works at Oregon High School as a School Counselor and loves being able to develop relationships with students and families. During... Read More →

Friday November 2, 2018 9:45am - 10:45am CDT
Tundra EF