Republic of the Philippines

WESTERN MINDANAO STATE UNIVERSITY

IPIL EXTERNAL STUDIES UNIT
ALTERNATIVE LEARNING SCHEME

Name: Course

7 C’s of Learners with Socio Emotional Disorder

Learners Definition: these impairments may be hidden or latent, with little or no effect on learning.
with Socio Learners those who changes their behavior any second or minutes like bipolar.
Emotional
Disorder
Classification Concept Characteristics Causes Census Care Cure
(Prevalence )
Emotional EBD is an -Hyperactivity -Prenatal World Health -Keep class Treatment
Behavioral emotional (short attention exposure to Report-2001 rules/activitie may include:
Disorder disorder span, drugs or showed the s and simple helping the
characterize impulsiveness); alcohol. prevalence and clear. child learn
d by excess, -Aggression or -A physical of anxiety -Reward how to better
deficits or self-injuries illness or was 13.0%, positive solve
disturbances behavior (acting disability. behavioral behaviors. problems,
of behavior. out, fighting); -An disorders -Allow for communicate
The child’s -Withdrawal undernourish 10.3%, and mini-breaks. , and handle
difficulty is (not interacting ed or emotional -Fair stress, as well
emotionally socially with malnourished disorders treatment for as how to
based and others, lifestyle. 6.22% all. control
cannot be excessive fear -Brain among -Use impulses and
adequately or anxiety). damage. children ages motivational anger.
explained by -Hereditary 9-17. strategies.
intellectual, factors.
cultural,
sensory
general
health
factors, or
other
additional
exclusionary
factors.
Bipolar Bipolar -Neuroticism: Hormonal The study -Become Typically,
disorder disorder is a someone who imbalances revealed educated. treatment
mental is deeply might trigger lifetime -Make this a entails a
illness stressed to a or cause prevalence family combination
marked by point of bipolar rates of 1.0% matter. of at least
extreme becoming disorder. for bipolar I, -Be a partner one mood-
changes in detached from Environmenta 1.1% for in treatment. stabilizing
mood from reality. l factors: bipolar II, -Meet with drug and/or
high to low, - Abuse, and 2.4% for the patient’s atypical
and form low Aggressiveness: mental stress, bipolar clinician. antipsychotic
to high. High people who are a “significant threshold. -Be , plus
periods of outgoing loss,” or some These results understandin psychotherap
mania, while socially and go other lead to an g. y. The most
lows are after what they traumatic overall -Take care of widely used
periods of want in life. event may prevalence yourself. drugs for the
depression. -Disinhibit ion: contribute to of bipolar -Find social treatment of
The changes is typically a or trigger disorder of support. bipolar
in mood may lack of bipolar 4.4% in the -Develop a disorder
even become organization, disorder. US crisis plan. include
mixed, so acting rashly, population. -Have hope. lithium
you might and feeling carbonate
feel elated misdirected in and valorous
and life. acid.
depressed at
the same
time.

Learners who are Gifted and Talented

Classification Definition
Visual Arts The visual arts are forms that create works that are
primarily visual in nature, such as ceramics, drawing,
painting, sculpture, and etc. The current usage of term
“visual arts” includes fine art as well as the applied,
decorative arts and crafts, but this was not always the
case.
Music Art music (alternatively called classical music, cultivated
music, serious music, and canonic music) is considered
to be of high aesthetic value. It typically implies
advanced structural and theoretical consideration or
written musical tradition. Vocal or instrumental sounds
(or both) combined in such a way as to produce beauty
of form, harmony, and expression of emotion.
Intellectual Giftedness
Performing Arts
Differentiate Gifted vs. Bright
Bright
 The bright child is interested and attentive at
schools; she/he listens to the material and is
receptive; she/he enjoys peers.
 A bright child knows the answer.
 A bright child works hard to achieve.
 A bright child enjoys school.
 A bright child has a fine imagination.
 Bright children strive to answer questions
correctly in order to perceive praise.
 Interested
 Answers the question
 Complete assignment
 Technicians
 Absorbs information
Intellectual giftedness is an intellectual ability
significantly higher than average. Giftedness is a trait
that starts at birth and continues throughout the life-
span. Giftedness is not a marker of success, but rather of
aptitude or the inherent ability to learn. Gifted
individuals also experience the world differently,
resulting in unique social and emotional issues.
Forms of creative activity that are performed in front of
an audience, such as drama, music, and dance.
Performing arts refers to forms of art in which artists use
their voices, bodies or inanimate objects to convey
artistic expression.
Gifted
 The gifted learner, conversely, is more than
merely interested in the way that seasons
change; he/she is highly curious about it. She/he
is receptive at school; she/he can be downright
intense at school.
 The gifted learner asks the questions
 The gifted learner knows without working hard.
 The gifted learner enjoys self-directed learning.
 The gifted learner uses that imagination to
experiment with ideas and hunches.
 Gifted children are more inquisitive and ask more
questions.
 Is high curious
 Discuss the details and elaborate
 Initiates projects
 Inventors
 Manipulate information
 Good memorize  Good guesser

 Top group  Beyond the group

 Learners with ease  Already knows

 Is receptive  Is intense

What are the strategies in teaching Gifted and Talented Learners? Discuss each.

Compacting the curriculum to allow flexibility

By compacting the curriculum, teachers can provide Gifted and Talented

Students the opportunity to quickly complete the required curriculum
content and provide and provide access for them to engage in more
academically rigorous content through enrichment activities that
addresses their specific cognitive needs. For example, when a student has
completed a set of calculations they can then find ways to apply this
knowledge to real world situations that require higher order thinking
problem-solving skills.
Create opportunities to assume ownership of learning
Allow gifted learners to assume ownership of their learning by having a
student-centered decision-making process. Provide “Free Choice” Boards
that are based on the students’ interest and educational needs, that are
structured to include accelerated skills. Students will make the decision
on which activities to complete based on their interest. The teacher is still
guiding the process, but the student is choosing the learning expression.
Allow expression of opinions and explorations of points of view
The Gifted and Talented Learner tends to be quite expressive and in
various genres. Allow this trait to shine by having open forums and
debates on pertinent issues. Giving your gifted and talented students
opportunities to compete with each other and engage in collaborative
projects, can be both fun and challenging, it also meets their social needs,
their desires to be heard and recognized, and to understand others
viewpoints will be met.
Differentiate instruction that leads to research
 Differentiation through curriculum acceleration allows G&T students to
work toward problems they do not understand, creates stimulation for
attaining knowledge, problem-solving flexibility in approach, and fosters
creative thinking, while researching the unknown.
Have high expectations and encourage leadership
Teacher expectation should be high of the gifted and talented students
but not unrealistic. The educator can maximize the students’ potential by
encouraging them to advance and assist them in achieving success. One
example is encouraging students to participate in extracurricular
activities that will advance them in their area of giftedness, such as
running for student office, publishing a newspaper to distribute, or
starting a club. This will help to develop their natural leadership skills.

Involves Parents

Parents ca be aa powerful partners and they are often vocal advocates.

Parents need to be informed about the activities and encourage them.

Sometimes parents have insight to help the teachers and schools improvement.