Want to make creations as awesome as this one?

Transcript

Cognitive Dissonance

Theory of Positive Disintegration

Overexcitabilities in Literature and Self Assessment

Overexcitabilities: Ideal Profile

LETTER TO CHARACTER

Character Advice: Overexcitabilities in Literature and Metacognition of levels of overexcitabilities

Jessica Williams, M.Ed.


Jessica Williams, M.Ed.

Bachelor in Elementary Education, focus in Special Education - Kansas State University 2009

Masters in Curriculum and Instruction, focus in Special Education: Gifted- Wichita State University 2013

(Coming Soon)Doctorate in Curriculum and Instruction, focus in Gifted Education- University of Denver 2024


14th year of teaching 2022-2023

Gifted Learning Teacher (5th-8th grade), Challenge School: Denver, CO

Compensatory Skill: Reading (Amelia Bedelia, Patricia Cornwell)


Baby Scholar of Dabrowski's Overexcitabilities and Theory of Positive Disintegration







lETTER FROM CHARACTER

Dabrowski Congress 2022
July 21, 2022

Lil' ol me:

A Character: Psychomotor
+ Intellectual
+Emotinal

100 5ks- Ultra Marathons

Bodybuilding
Avid Reader

Personal Biography


Amalgmation of Characters


Mom :Psychomotor and Intellectual
Dad: Psychomotor
Sister: Psychomotor

Duis autem vel eum iriure dolor in hendrerit in vulputate velit esse molestie consequat, vel illum dolore eu feugiat nulla facilisis at vero eros et accumsan et iusto odio dignissim qui blandit.



Theory of Positive Disintegration in Practice


Metacognition of Personality

Proactive rather than reactive

  • Concious decisions rather than "primitive ones guideded by biological impulses"

(Tillier, 2009, p 4)
  • Questioning social convention (Tillier, 2009)
Developmental Potential Toolbox
  • "A person's "relation to his environment becomes more and more concious, clear, and determined. He selects from its elements on which he places value" (Dabrowski as cited in Tillier, 2002, p 9)

Duis autem vel eum iriure dolor in hendrerit in vulputate velit esse molestie consequat, vel illum dolore eu feugiat nulla facilisis at vero eros et accumsan et iusto odio dignissim qui blandit.



Cognitive Dissonance

Festinger's theory of cognitive dissonance (1957) posits "that when a person's actions and attitudes are discrepant, physiological arousal results, leading to psychological discomfort, which in turns motivates the person to restore harmony between his or her attitudes and behavior by altering their attitudes to fit the behavior" (Lieberman, M. et al, 2001, p 135)

(recklesss-princesss, 2019)

Guided Positive Disintegration in the Classroom

  • Chosen role models
  • Awareness of possible negative feelings
  • Growth from inner conflict modeled
(Mendanglio, 2002)

Overexcitabilities in Literature and Self Assessment

Forms and Expressions

Literature

Self Assessment


  • Using the "Forms and Expressions of Overexcitability", identify characteristics that are visible of chosen character/influential person through actions, speech or thought in dealing with life event

(Piechowski, 1999 cited in Daniels, S. & Piechowski, p 10-11, Coggin, K. & Freed, K., 2021)
  • Have students consider both actual traits and perceived traits from others
(Personal and Perceived in different colors)

Notes can include specific events or conversations character has that demostrate overexcitability.


  • Student in considering personal actions, speech, or thought highlight or make notes of current overexcitabilities present
    • Past life events
    • Current life events



Literature and Self Assessment should be double sided and completed with a highlighter and pencil for notes.

Notes can include more specific ways/descriptions of using overexcitabilities to be successful in life event.

Recommendations
  • Student chooses a character from a series or an influential person
AND
  • student chooses a character that is dealing with a similar life event to student
    • Identity/Age
    • Family Structure
    • Hobbies/Sports
    • Life Event

Project Lit- book list for diverse and dynamic protagonists and plot development


Lesly Roessling- Talking Texts

  • Current Life Events: Divorce, Disability, Family Structure
  • Identities: Hertiage Months, LGTBQ+, Gender, Age,Birth Order,
  • Monthly postings with new lists on Facebook.

My Personal List

Psychomotor: Jake Peralta (Brooklyn 99), Amelia Bedelia, Mia Hamm

Intellectual: Lesly Knoppe (Parks and Rec), Hermione (Harry Potter), Condoleezza Rice

Imaginational: Hamlet

Emotional: Edgar Allen Poe, Emily Dickinson, Meredith Grey (Grey's Anatomy)

Sensory: Sandra Cisernos, Monk, Frida Kahlo, House


Overexcitabilities Ideal Profile

Ideal Profile

Thinking about current life event,

student considers how they would like to approach the crisis/life event.

Ideal profile can be marked on Self Assessment using a different highlighter color.

Remind students that ideal profile can include current assessment observations.

Developmental potential includes "sensitivity and capacity to be intensely stimulated, and to stay stimulated" (Daniels, S. & Piechowski, 2008, p 8)

Letter to Character

Letter to Character

  • Using character list and self/ideal assessment, students will write a letter to a character asking for advice or recognizing how they dealt with a similar life event
    • Letter should include examples of overexcitabilities observed and noted in their character and self expressions


Duis autem vel eum iriure dolor in hendrerit in vulputate velit esse molestie consequat, vel illum dolore eu feugiat nulla facilisis at vero eros et accumsan et iusto odio dignissim qui blandit.



Letter from Character


Extension

If students choose the same character/influential person



Students will respond in the voice of the character to their peer's letter.
  • Letter should include examples of overexcitabilities observed and noted in their character and self expressions

Duis autem vel eum iriure dolor in hendrerit in vulputate velit esse molestie consequat, vel illum dolore eu feugiat nulla facilisis at vero eros et accumsan et iusto odio dignissim qui blandit.



References

Coggin, K & Freed, K. (2021, March 11). Voices from the
village: A teaching community developing identity for gifted readers. SENG. https://www.sengifted.org/post/voices-from-the-village-a-teaching-community-developing-identity-for-gifted-readers

Daniels, S. & Piechowski, M. (2008) Embracing
intensity: overexcitability, sensitivity, and the developmental potential of the gifted In Daniels, S. & Piechowski, M. (Eds.) Living with Intensity:Great Potential Press, p 3-18

Lieberman, Ochsner, K. N., Gilbert, D. T., & Schacter, D.
L. (2001). Do Amnesics Exhibit Cognitive Dissonance Reduction? The Role of Explicit Memory and Attention in Attitude Change. Psychological Science, 12(2), 135–140. https://doi.org/10.1111/1467-9280.00323

Mendanglio, S. (2002) Dabrowski's theory of positive
disintegration: Some implicationsf or teachers of gifted students. AGATE, 15(2), P 14-22

reckless-princesss (2019, May 8) "Get motivated."
Reddit. Accessed July 5, 2022 https://www.reddit.com/r/GetMotivated/comments/bm51s4/image_feeling_bad_about_yourself

Tillier, W. (2002) A brief overview of the relevance of dabrowski's theory for the gifted.AGATE, 15(2), P 4-13