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University of Northern Colorado 5 *The Life-long Learner (Autonomous Learner)(Has a positive self concept/esteem Is accepting of others Is perceptive and understanding Interacts effectively Has problem finding & problem solving abilities Is creative & independent Discovers & develops passions Wants to impact the world in a positive way Sees learning as a life-long journey)(The SuccessfultKnows how to  play the game Is liked by teachers, parents and most other students Wants to get the  best grades possible Scores well on standardized tests Is losing creativity and autonomy Will be extremely successful in school and will win many honors May not continue to pursue  giftedness after graduation ;;N(The SuccessfulProvide on-going class time for intellectual, emotional and social Reinforce positive behavior (cognitive & emotional) Share autonomous learning concepts Talk about dependence, independence, & interdependence Introduce and implement creativity activities Small group projects with creative kids and then, move to individual projects Explore what you can become (and what you may lose) Explorations and Investigation Products (not written) xZ%Z*ZZx# 7.N  $$4((,,00448888<<<<C The ChallengingDoes not like school (is bored) Frustrated with the system Not accepted by many teachers In conflict with some peers Is extremely creative Is independent out of school Has more potential than teachers see in school May continue to pursue  giftedness after school  Z I#Challenging Learners8 Provide on-going class time for intellectual, emotional and social development. Use self to diffuse student Unconditional Positive Regard Work on self concept and self esteem Don t set him up for failure Talk about success and not acting out Negotiables and Non-negotiables Pre-testing Products (modify content, process and product) Do it with them and not  to them Communication System ZZZZP %  $$((,,&0044 88<< / ",  | The UndergroundIs unsure of self Does not want to be smart Wants to belong socially Has a few close friends Does not want attention on her intellectual ability Involved outside of school Is receiving conflicting messages from adults and/or peersK%The Underground Provide on-going class time for intellectual, emotional and social development Recognize them and seek to understanding strengths and situations that would be safe Look at mixed messages in school and home Communication System Small group work with potential friends Bring outside interests into school Support for younger learners (nurturing) hPV  * ($$(($,,00)448888i The At-Risk LearnerNo longer bored or frustrated Are very resentful and angry (towards others or self) Has Swiss Cheese approach to learning Socially acceptable in small group of peers Is unaccepted by adults Is creative in his/her lifestyle  L& The At-Riskb Provide on-going class time for intellectual, emotional and social development Change Environments Select teachers with group process/dynamic skills Learning Styles and Challenges Unconditional Positive Regard Personal and family counseling Self-selected functioning groups Concepts and attitudes for progress Stress and anger management Role playing (both negative and positive responses) Gestalt functioning \ZZP  2 $$((,,00!4488$<<4  The Twice ExceptionalIs aware of weaknesses Is involved with school activities geared to weaknesses Has hidden strengths and talents Wants to belong but not sure where Learns on own but not in school setting M'Twice/Multi ExceptionalB Provide on-going time for intellectual, emotional and social development Recognize strengths as well as weaknesses. At least 30 - 50% of a twice-exceptional learner s time should be involved in growth producing activities in content, process and product. Look carefully at students in special education, gifted education and those in the regular classroom that may be struggling but you know  something is there. Begin modifying content, process and product Allow work in own areas or passions to be brought into the classroom.  J+   -$$((F,,0000!A *The Life-long Learner (Autonomous Learner)(Has a positive self concept/esteem Is accepting of others Is perceptive and understanding Interacts effectively Has problem finding & problem solving abilities Is creative & independent Discovers & develops passions Wants to impact the world in a positive way Sees learning as a life-long journey)(J$The Autonomous Learnert Provide on-going class time for intellectual, emotional and social Support, but do not prescribe, direct or demand. The internal focus is there. Talk and share with them about their ideas, concepts, dreams, directions, opinions, joy, and passions. Value the decisions they are making in their lives. Give positive feedback, but only when it is authentic. Follow their passions. College and career development Be an advocate and present possibilities they may not be aware of. 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