Transcript Tools

Writing SMART Goals for
Smart Students
Giving Our Students the Tools They Need to
Develop Their Talents
Topics to Cover
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Gifts and Talents as Defined by Gagne
What are SMART goals?
Creating Individual Excellence Goals
Ways to Create Time for Students to
Develop Their Own Talents During the
School Day
• How This Fits With Other Models
Gagne’s DMGT
CATALYSTS
GIFTEDNESS = top 10 %
TALENT = top 10 %
Giftedness- designates the
possession and use of
untrained and spontaneously
expressed superior natural
abilities to a degree that
places an individual at least
among the top 10% of his or
her age group.
- Francoys Gagne, Ph.D.
Talent- designates the
superior mastery of
systematically developed
abilities and knowledge to a
degree that places an
individual within at least the
upper 10% of age peers who
are active in that field.
- Francoys Gagne, Ph.D.
The GIFTS serve as the raw
materials for developing
TALENTS!
Transforming high potential
into high performance!
Siblings, peers, parents, and
teachers exert positive and
negative influence on the
process of talent
development.
What is the difference
between excellence and
perfectionism?
Excellence is:
Perfectionism is:
Learning
Needing to be right
Being willing to risk
Avoiding fears
Empowerment
Control
Spontaneity
Rigid structure
Accepting
Criticism
Sharing
Consuming
Confidence
Self-doubt
Harmony
Struggle
A journey
A destination
Involvement
Winning
Trust
Apprehension
Evolving
Stagnation
Loving
Struggling to be lovable
High self-esteem
Low self-esteem
SMART Goals Defined
Specific
Measurable
Attainable
Realistic
Timely
Creating
S.M.A.R.T.
Goals
Specific - A specific goal has a much
greater chance of being accomplished
than a general goal. To set a specific
goal you must answer the six "W"
questions:
*Who:
Who is involved?
*What: What do I want to accomplish?
*Where: Identify a location.
*When: Establish a time frame.
*Which: Identify requirements and constraints.
*Why:
Specific reasons, purpose or benefits of
accomplishing the goal.
Goals should be based on
knowledge of their own
aptitudes and interests.
Interests
Talents
Some people have
searchlight minds. They are
good at many things.
Others have laser minds and
are strong in one single area.
-Howard Gardner
www.gifted.uconn.edu/3summers/pdf/ifiran.pdf
http://www.ncwiseowl.org/kscope/techknowpark/LoopCoaster/eSmartz1.html
Becoming an
Achiever by
Carolyn Coil
Measurable - Establish concrete criteria
for measuring progress toward the
attainment of each goal you set. When
you measure your progress, you stay
on track, reach your target dates, and
experience the exhilaration of
achievement that spurs you on to
continued effort required to reach your
goal.
* To determine if your goal is measurable, ask
questions such as......How much? How many? How
will I know when it is accomplished?
Who are considered experts
in that field? What makes
them stand out?
Becoming an
Achiever by
Carolyn Coil
Becoming an
Achiever by
Carolyn Coil
Attainable - When you identify goals
that are most important to you, you
begin to figure out ways you can make
them come true. You develop the
attitudes, abilities, skills, and financial
capacity to reach them. You begin
seeing previously overlooked
opportunities to bring yourself closer
to the achievement of your goals.
The goal is to help our
students find and develop
their passions!
Listen to the song
“Ode to Kulele”
Realistic - To be realistic, a goal must
represent an objective toward which
you are both willing and able to work.
A goal can be both high and realistic;
you are the only one who can decide
just how high your goal should be. But
be sure that every goal represents
substantial progress. A high goal is
frequently easier to reach than a low one because
a low goal exerts low motivational force. Some
of the hardest jobs you ever accomplished
actually seem easy simply because they were a
labor of love.
Many times gifted students
participate in GOAL
VAULTING instead of pole
vaulting.
A gifted student might decide they want to build a
nuclear reactor over the weekend and then have a
breakdown when they can’t accomplish it.
Sometimes we think they
aren’t motivated. It may be
they just are not motivated in
a way we appreciate.
Timely - A goal should be grounded
within a time frame. With no time
frame tied to it there's no sense of
urgency. If you want to lose 10 lbs,
when do you want to lose it by?
"Someday" won't work. But if you
anchor it within a timeframe, "by May
1st", then you've set your unconscious
mind into motion to begin working on
the goal.
“Development” means
gradual change over time.
Moving from novice to
expert will not happen over
night. Studies show it takes
10,000 hours to become a
true expert at something.
How to Create Individual
Excellence Goals
Studies show that most
enrichment targets whole
group and is not
differentiated.
Research shows that, “Of all
the students in a mixedability class, the most
capable learners are likely to
learn the least or make less
notable progress during a
school year.”
-Winebrenner, 2005
Help Students Buy Back
Some of Their Time
Learning Contract
Most Difficult
First
Curriculum
Compacting
How This Fits With
Other Models
From the Parallel Curriculum Model
Apprentice
•Tests and manipulates existing
theories, principles, and rules
Novice
•Sees science as a body of
facts and skills
•Seeks algorithmic tasks;
ambiguity causes discomfort
•Experimentation is an end
in itself rather than a means
to an end
•Sees a disproved hypothesis
as a failure
•Inadvertently includes and
fails to manage multiple
variables
Expert
•Challenges existing theories,
principles, and rules through research
and experimentation
•Makes a contribution to the discipline and
or field (e.g. new experiments, new
observations, new methods and tools, new
theories, principles, and rules)
•Understands and appreciates that
scientific knowledge is never
declared certain
•Sees science as a body of concepts
and recognizes connections among
the microconcepts
•Analyzes existing theories,
principles, and rules
Practitioner
•Poses new scientific questions
•Uses existing scientific questions
for research and experimentation
•Operates comfortably in the
ambiguity that characterizes science
•Tolerates the ambiguous nature of
science
•Effectively manipulates multiple
variables within an experiment
•Manipulates one variable within an
experiment with ease
•Plans for and observes a wide range
of factors (variables, constants,
controls) and discerns patterns
•Understands, identifies, and
analyzes the relationships among
the independent and dependent
variables, constants, and controls
•Understands and assesses the relationships
among the fields of science and other fields
across multiple disciplines
•Seeks and derives satisfaction from the
ambiguous situations in science
•Conducts complex experiments with ease
and fluidity; freely manipulates methods,
tools, knowledge, and self to achieve
desired results.
•Uses mathematics as the language of
science.
Expert
•Uses mathematics to conduct
scientific work
•Science is isolated from
other disciplines
•Poses original scientific questions that test
the limits of the existing body of
knowledge
Practitioner
Apprentice
Novice
Knowledge
Skills
Attitudes
Habits
of Mind
Knowledge
Skills
Attitudes
Habits
of Mind
Kelly A. Hedrick
Knowledge
Skills
Attitudes
Habits
of Mind
Knowledge
Skills
Attitudes
Habits
of Mind
Reference: Benchmarks for Science Literacy;
American Association for the Advancement of
Science Literacy: Project 2061
3
From the Schoolwide Enrichment Model
From the Autonomous Learner Model
Created by Jason McIntosh
February 2010
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