EDN 553: Social-Emotional Development & Support of Gifted Learners

Slides:

Advertisements

Similar presentations

Integrating the NASP Practice Model Into Presentations: Resource Slides Referencing the NASP Practice Model in professional development presentations helps.

Advertisements

School Social Work: Ensuring Student Success Connecting Schools, Families & Community Removing Barriers to Education Slide show based on documents from.

SCHOOL PSYCHOLOGISTS Helping children achieve their best. In school. At home. In life. National Association of School Psychologists.

Guernsey Mind Guernsey Mental Health and Wellbeing Strategy

3 High expectations for every child

Learning (Reflective) logs L. Reflection What is your experience of…. - doing it - being ’made’ to do it - having to write it down.

Program Evaluation. Lecture Overview  Program evaluation and program development  Logic of program evaluation (Program theory)  Four-Step Model  Comprehensive.

Developmentally Appropriate Practices (DAP)

Self-Concept, Self-Esteem, Self-Efficacy, and Resilience

John R. Kasich, Governor Tracy Plouck, Director Orman Hall, Director.

Chapter One You and Your Health. Elements of Health Pre-Quiz on wellness Three Elements of Health – Physical (nutrition, exercise, medical check-ups,

Learning Objective III: Diverse Learners Teacher candidates and candidates for other professional school personnel roles exhibit knowledge, competence,

Literature Review. –Protective Factors Self-awareness Family cohesion Perception of risk Age of first use –Intervention Programs Substance abuse Prevention.

Frances Blue. “Today’s young people are living in an exciting time, with an increasingly diverse society, new technologies and expanding opportunities.

Universal Design for Learning Guidelines – Version What are expert learners? 2.What is meant by the term “curriculum?” 3.What does it mean to say.

What’s Next? 21 Ideas for 21st Century Learning Launch July 10th 2008 Charles Leadbeater.

 Clearly defined and achievable steps / targets.  Tangible reward / means to celebrate achievement  Builds leadership capacity  Symbols – daily reminder.

EDN 553: Social-Emotional Development & Support of Gifted Learners Risk-Benefit Management Support System: A Working Model.

Welcome to Preventing, Assessing, and Intervening in Teen Dating Abuse A Training for Specialized Instructional Support Personnel Get SMART Get HELP Get.

CECV Intervention Framework Module 2 Identification 1.

ENGLISH LANGUAGE LEARNERS Identification E.L.L. Service Models Pull-out Integrated Facilitated Sheltered.

COMMUNITY PEERS SCHOOL HOME SELF Guardians Siblings Other Family Members Classmates Teachers Counselors Administration Staff Teammates Classmates Siblings.

Negotiating Roles in Relationships By: Eden, Shelby and Vanessa.

Ko te reo te tuariki. Language is my identity. Ko te reo tōku ahurei. Language is my uniqueness. Ko te reo te ora. Language is my life.

School Counseling Program Freshman Academic Support Grroup (Results sample)

Interpersonal and Communication Skills

Recharge for Resilience April 19, 2017 Lynne Brehm and Sami Bradley

Curriculum (Article 6) Teachers should be involved in all phases of curriculum development ..(design, piloting, implementation and review). Promote understanding.

OSEP Leadership Conference July 28, 2015 Margaret Heritage, WestEd

An Introduction to Teacher Evaluation

CHAPTER 6: WORKING WITH FAMILIES OF CHILDREN WITH DISABILIES

What is the role of a school psychologist?

Tobacco control.

Chapter 1: Introduction to Gerontological Nursing

The PYP Planner A Written Curriculum.

The model only GT learners understand

RPL RECOGNITION OF PRIOR LEARNING

Transforming a Destination Award into Competencies

Early Childhood.

Working with Families of Children with Disabilities

EDN 553: Social-Emotional Development & Support of Gifted Learners

Classroom Environment Building a positive learning climate

Theory into Practice: On-site Expectations for the Administrative Internship Candidate Selection.

You and Your Health Unit 1; Ch. 1-3.

Bellwork #3 - 1/12/14 Tabitha has a lot of friends from the softball team she plays on. She’s one of the starting pitchers and is extremely athletic. She.

EDF Educational Psychology

Developing a public health approach to

Working with Preschool & School-Age Children

Objectives and Areas of Educational Psychology

EDN 552 Introduction to Gifted Education

EDN 552 Introduction to Gifted Education

National Alcohol & Drugs Education Conference 2018 Evidence based practice in alcohol and drugs education Empowering young people to make healthy choices.

Group Learning Group learning can be a great way to present opportunities not available to solitary learners. Rachna.

School Plan Rolling It Out -.

Comprehensive Youth Services

Assessing Dyslexia Toolkit for Teachers

A Community of Education Technology Professionals

Influence of Poverty & Nutrition on Cognitive & Social Development

Health & Nutrition Wakefield

Putting It All Together

Building Capacity for Quality Improvement A National Approach

EU initiative on integrating ecosystems and their services into decision-making Draft outline CGBN, Brussels, 1 March 2018.

Developmentally Appropriate Practices (DAP)

Schools Linking and SACRE

Schools Linking and SACRE

Collaborating with Diverse Families and Learners

And now the Framework WP4.

Public Mental Health and Nottingham City Mental Health and Wellbeing Strategy PLT September 2015 Liz Pierce, Public Health, Nottingham City Council.

Ohio Standards for the Teaching Profession EHHS Conceptual Framework

Presentation transcript:

EDN 553: Social-Emotional Development & Support of Gifted Learners Risk-Benefit Management Support System: A Working Model

R-BMSS Model Model based on combination: Stakeholders: Prevention Intervention Stakeholders: School-based (school culture) Teachers; Adminstrators; School Personnel Family (home culture) Self (individual; personal-social-emotional-experiential) Peers (local socio-cultural influence/s) Community (wider socio-cultural influence/s)

R-BMSS Model Implications for Risk vs Resilience Need for identification Assessment/Evaluation Need for dissemination Appropriate strategies for communication & education of stakeholders

R-BMSS Model Elaborating the model Building a working “tool” for application in various settings Assessing the knowledge base with respect to theory & research evidence linking risk & resilience, esp. for gifted learners & related stakeholders