Welcome to our blog series, 'Pulse on the Podcast: Recaps of Popular Episodes’, where we are highlighting the top 5 episodes of NCAGT’s 'They'll Be Fine' podcast. Join us as we delve into the fascinating world of gifted education, featuring expert interviews, personal journeys, and actionable tips for educators and families alike.
At #4, with the 4th most downloads, we have….
Preview HERE (sound bite from the episode!)
Listen HERE: E18-Giftedness is Complex - Chris Rice
About the Podcast Guest Speaker
Chris Rice is the Advanced Learning Services Psychologist for the Wake County Public School System (WCPSS). Mr. Rice has served in this role for over two years. Prior to his position in WCPSS, he served as a building-level school psychologist in North Carolina and Delaware for five years primarily serving students at the middle and high school level. In addition to his professional role, Mr. Rice is a doctoral student at the University of Northern Colorado where he is completing his PhD in Special Education with an emphasis in Gifted Education. His research interests include: identifying/serving twice-exceptional students; equitable identification and service delivery for gifted students; policy and advocacy; and embedding school-based support staff (counselors, psychologists, social workers, etc.) in the gifted education process.
Overview
In a riveting episode of 'They'll Be Fine’, Chris Rice, the Advanced Learning Services Psychologist for the Wake County Public School system, delves deep into the nuances of gifted education. This episode is a treasure trove for educators, parents, and anyone intrigued by the multifaceted nature of giftedness.
Chris Rice shares his varied day-to-day responsibilities, from testing twice-exceptional students and consulting teachers to writing policies and conducting training sessions. His dynamic role underscores the importance of flexibility and a multifaceted approach in meeting gifted students' needs. Rice's passion for his job and his commitment to advocating for gifted students is palpable throughout the conversation.
Giftedness
This episode focuses on the social and emotional aspects of giftedness. Rice debunks the myth that gifted students don't face challenges. Instead, he highlights issues like perfectionism, anxiety, and emotional intensity. He emphasizes the importance of creating environments where gifted students feel safe to take intellectual risks and learn from their mistakes, fostering a growth mindset rather than a fear of failure.
Supporting Students
Rice offers practical strategies for educators and parents to support the emotional and social needs of gifted students. He stresses the importance of building classrooms that value effort and creative problem-solving over mere achievement. By mirroring emotional literacy and creating a supportive environment, educators can help gifted students navigate their intense emotions and asynchronous development. His advice extends beyond the classroom, urging parents to foster environments at home that honor and validate their children's emotional experiences.
Models of Learning
The podcast episode also highlights the critical role of advanced learning services in providing differentiated support for gifted students. Rice explains that education models should not just aim to elevate struggling students to average levels but should also provide challenging and enriching opportunities for those performing above the norm. His role within Wake County’s Advanced Learning Services Department exemplifies how schools can effectively support both ends of the educational spectrum.
Getting Involved
Rice speaks highly of organizations like the North Carolina Association for the Gifted and Talented (NCAGT), praising their resources and networking opportunities. He underscores the value of conferences, professional learning communities (PLCs), and legislative advocacy in promoting gifted education. These organizations serve as vital platforms for connecting educators and parents and for fostering a broader understanding of giftedness and the needs of gifted learners.
Social-Emotional Aspects
The concept of overexcitabilities, as described by Polish psychologist Kazimierz Dabrowski, is another key topic. Rice explains the five types of overexcitabilities—psychomotor, sensual, intellectual, imaginational, and emotional. Understanding these traits helps educators and parents better support gifted students, whose heightened sensitivities can often be misunderstood or misdiagnosed as behavioral issues.
One of the more poignant discussions revolves around the 'forced choice dilemma,' where gifted students feel pressured to choose between high academic achievement and peer acceptance. Rice discusses the importance of providing environments where students don't have to choose, but can excel academically while maintaining healthy social relationships. This involves creating opportunities for gifted students to connect with like-minded peers and engage in activities that challenge and interest them.
Dispelling Myths
While Rice acknowledges that the term 'gifted' can be controversial, he argues that the issue lies more with service delivery than the label itself. He advocates for a broader understanding of gifted education that includes advanced learning opportunities for all students who need them, not just those officially identified as gifted. This inclusive approach can help combat the misconceptions and accessibility issues surrounding gifted education.
Conclusion
The episode concludes with a powerful reminder that gifted students, like all students, need comprehensive support systems. Whether through advanced learning services, emotional and social support, or understanding unique needs like overexcitabilities, it’s crucial to view gifted students holistically. Rice's insights serve as a call to action for educators, parents, and policymakers to ensure that gifted students receive the support they need to thrive.
Chris Rice’s insights in this episode of 'They'll Be Fine' shed light on the complexities of gifted education. His experience and thoughtful perspectives offer valuable guidance for anyone involved in the lives of gifted learners. For more resources and support, listeners are encouraged to connect with organizations like NCAGT and explore practical strategies for fostering a supportive educational environment for all students.
Discussion Questions
Social-Emotional Learning (SEL) is crucial for all students, but particularly for gifted learners. What are some effective SEL strategies that have worked in your experience or school? How can educators and parents work to change the narrative and understanding of what it means to be gifted? Share your thoughts in the comment section below!
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