1. Creating an Autonomous Lifestyle George Betts, Ed.D. Director, Center for the Education & Study of Gifted, Talented, Creative Learners University of Northern Colorado 970-351-1657(UNC) 970-690-8422 (cell) george.betts@unco.edu unco.edu/sep

3. Profiles of the Gifted and Talented  Type I - The Successful  Type II - The Creative  Type III - The Underground  Type IV - The At-Risk  Type V - The Twice Exceptional  Type VI - The Autonomous Learner

4. Type I THE SUCCESSFUL  As many as 90% of the identified TAG students  Discovers what “sells” at home & school  Convergent thinker  Learns & tests well  Eager for approval  Liked by peers  Positive self-concept  Unaware of deficiencies

5. Type II THE CREATIVE  Divergently gifted  Often go unidentified  Question authority  Don’t conform - haven’t learned to use the system  Receive little recognition for accomplishments  Struggle with self-esteem  At risk as eventual drop out

6. Type III THE UNDERGROUND  Middle school females hiding giftedness  High School boys dealing with athletic or social pressures  Minorities who are successful in school  Want to be included in non-gifted peer group  May be radical transformation from earlier grades  Their needs are often in conflict with expectations of teachers & parents

7. Type IV THE AT-RISK  Angry with adults & with themselves; Defensive  System has not met needs for many years; Burn-out or Spaced-out  Depressed & withdrawn or acts out  Interests are outside realm of regular school curriculum  Poor self-concept

8. Type V THE TWICE EXCEPTIONAL  Physically or emotionally challenged  Learning disabilities  Limited English Proficiency  Typically not identified gifted  Programs don’t integrate their varying needs  Discouraged, frustrated, rejected, helpless, powerless or isolated  School system tends to focus on the weaknesses

9. Type VI THE AUTONOMOUS LEARNER  Self-motivated; curious; internal locus of control  Work effectively in school system  Use the school system to create new opportunities  Strong, positive self-esteem & resilience  Positive attention & support for accomplishments  Respected by adults & peers  Leadership roles  Independent, self-directed

10. Necessities for Parenting Gifted, Talented & Creative Learners 1.Positive Nourishing Environment 2.Unconditional Positive Regard 3.Understanding the Profiles of Gifted, Talented and Creative Learners

11. Necessities for Parenting Gifted, Talented & Creative Learners 4.Parent, Family, Friends & School Influences 5.Development of Self (Positive Self-Concept & Self-Esteem 6.Social Skills for Belonging & Learning

12. The Necessities for Parenting Gifted, Talented & Creative Learners 7.Underachievement vs. Selective Consumer 8. Passion Learning (Three Levels of Learning) 9.Mindset: Fixed and Growth Mindsets 10.The Autonomous Learner (lifelong, independent, self-directed, 21 st century learner)

13. Summer Enrichment Program for the Gifted & Talented Young Child Summer Enrichment Program (ages 4 – 9) Summer Enrichment Program (grades 5 – 10) Leadership Enrichment Program (grades 11 & 12) July 8 – 21, 2012 University of Northern Colorado Greeley Colorado 970-351-2683 www.unco.edu/sep