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Phelps Center for Gifted Education=

934 S. Kimbrough

Springfield, Missouri  65806

417 523-3300

 

W.I.N.G.S. Personal and Group Dyna= mics

6th Grade Syllabus<= /p>

2009 – 2010

 =

Catherine Gilpin, Resource = teacher        &= nbsp;               &= nbsp;   Denise Vinton, Resource teacher        =                       =             &nb= sp;            =     

cgilpin@spsmail.org    523-3334                =             &= nbsp;   dsvinton@spsmail.org  523-3335

        =                    =             =           

Giftedness has an emotional as wel= l as a cognitive substructure;

 cognitive complexity gives rise to emotional depth.

 Thus, gifted children not only think differently from their peers,

they also feel differently.

n      Linda Silverman

 

The Personal and Group Dyn= amics class is a very important part of the WINGS day.=   This time, specifically allotted to affective education, is part of a comprehensive curriculum designed to meet the needs of gifted children.  Linda Silverman, author of Counseling the Gifted and Talented, and Nicholas Colangelo, author of A Nation Deceived: How Schools Hold Back America's Brightest Studen= ts, define goals and objectives that provide the framework for the WINGS affect= ive curriculum for gifted students.

 

Dr. Casandra Ma, Staff The= rapist and Clinic Coordinator at the Family Institute at Northwestern University, = has also stated that gifted children may encounter or experience difficulties w= hen the cognitive portion of their development proceeds at a faster pace than t= he emotional component of their development. “For Ma, it is therefore vi= tal to nurture emotional intelligence alongside cognitive intelligence to produ= ce a confident, self-assured adult who enjoys and is capable of being productive= . Ma warned against stressing the cognitive at the expense of the emotional development of the gifted child.”&nb= sp; http://www.ctd.northwestern.edu/resources/socemoachieve/eicreativit= y.html

 

WINGS students participate= in the hour-long 6th Grade PGD class daily, where we will address the affective goals and objectives set out in our scope and sequence, with emph= asis placed on those designated for 6th grade.  Major strands of the 6th grade PGD curriculum concern developing strategies to strengthen personal capabilities and to develop an awareness of, and gain insights into, intera= ctions between self and others.  We w= ill be participating in a Middle School Day of Caring and a Stream Team Field Experience to incorporate these lessons into real life practice. 

 

In order to meet the learn= ing needs of gifted students, the lessons will include individual, whole class,= and small group discussion and activities, as well as activities that involve t= he whole Middle School.  Lessons = may vary in length in response to levels of complexity and student understanding of = the material presented.

 

 

 

6th Grade PGD Lesson Goals and Objectives:

 

To understand what being gi= fted means, the student will:

·         analyze cultural, special needs, and gender = issues related to giftedness

 

To develop strategies to st= rengthen personal capabilities, the student will:

·      develop strategies to deal with procrastinat= ion and perfectionism

·      develop strategies to deal with stress

·      develop an awareness and understanding of se= lf-efficacy

·      develop awareness of gender issues

·      identify self and others’ expectations= and develop the strategies necessary for dealing

with these expectations

 

To develop an awareness of = and gain insights into interactions between self and others, the

student will:

·         understand adult perspectives

 

To develop interpersonal an= d group process skills, the student will:

·         develop strategies to articulate feelings

·         develop communication skills relating to personal, family, and school issues

·         develop group dynamic skills

 

To develop life skills, the= student will:

·         recognize ethical behaviors, e.g.: honesty, integrity, responsibility, trustworthiness, courtesy, kindness, respect

·         develop short-term and long-term goals for personal growth

·         recognize the need for service to others

·         develop strategies to implement resilient behaviors

 

 

Please feel free to contact us at any time should you = have any questions or concerns regarding your middle school student.

 

 

 

 

 

 

 

Catherine Gilpin=             &nb= sp;            =       Denise Vinton

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