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Students Who Are Gifted and Talented (Recommended Educational Practices…
Students Who Are Gifted and Talented
Understanding Giftedness
Definition of Giftedness
No single def can be cited
Defined based on priority and needs
1978 Marland Report
Jacob K. Javits Gifted and Talented Students Education Act of 1988
National Association for Gifted Children
Giftedness is evidence of advanced development across intellectual areas
Talent is defined as extraordinary ability in a specific area
Alternative Conceptualizations of Giftedness
Renzulli proposed that giftedness includes three related dimensions: above-average ability; task commitment or motivation; and creativity.
Tomlinson and Jarvis- giftedness is not static but rather influenced greatly by opportunity and environment
Gardner and multiple intelligences
A Final Word on Definitions
Stress the importance of nurturing the talents of a diverse group of students :
Prevalence
Varies considerably
Elementary in between 1 and 50%
High school: 1-10%
Prevalence, Race, and Gender
Minority groups underrepresented
Girls are underrepresented
Less likely to develop talent as well
Determining Factors
Genetic and environmental factors
Firstborn more likely
If one is, more likely other children will be
Development of the Field of Giftedness
Lewis Terman and his colleagues laid the groundwork
1921-2020- dubunked myths about students
Recent Changes in the Field
1990's- focus on those disadvantaged
Focus on diverse groups
Increase of collaborative services and inclusion of students
Emergence of a Profession
Sputnik- educational failure. Guidance on teaching gifted students.
It was optional.
Jacob K. Javits Gifted and Talented Students Education Act-1988
Recommended Educational Practices for Students Who Are Gifted and Talented
CLEAR curriculum model
(C)ontinual formative assessment
Clear (L)earning goals
Data-driven learning (E)xperiences
(A)uthentic products
R)ich curriculum that incorporates a wide range of materials and experiences
High School Variations on Acceleration
Advanced Placement (AP) program and the International Baccalaureate (IB) program
Dual-enrollment courses
Electronic communication
Enrichment
The extension of regular curriculum with different examples and associations
Where acceleration doesn't exist, this is good option.
Technology
Acceleration
Advancing learners through levels of curriculum and programs according to individual achievement
Curriculum flexibility
Low-cost bit direct way
Differentiation
Many different avenues to achieve potential
Curriculum- depth and complexity
Benefits all students
Problem-Based Learning
Inquiry based, is open ended, and employs flexible grouping practices
Students encounter a real-world problem designed by the teacher to address key concepts
Performance-based assessment
Curriculum Compacting
Students are ahead
Goals of unit are identified, student mastery of all or part of the goals is documented, alternative instruction is provided as appropriate
Allows for acceleration and enrichment
Interventions for Diverse Populations
Early attention to needs
Family involvement
Use of effective instructional and leadership strategies Experiential learning approaches
Encouragement of self-expression
Community involvement
Counseling efforts
Building on strengths
Cultural sensitivity
How Learners Who Are Gifted and Talented Receive Their Education
Elementary and Secondary Education
Special Schools
Governors’ schools—special regional schools created and funded by the state
Homeschooling
Concerns about the quality and availability of options
Full-Time and Part-Time Separate Classes
Many teachers struggle to differentiate
Set aside time to nurture talents
Grouping
Most educated with peers
Skill groups and ability grouping
Within-class grouping
Inclusive Practices
Do they receive what they need?
Boredom and lack of motivation
Schoolwide cluster grouping model
Early Childhood Education
Key Component is early intervention in developing gifts
The Debate on Early Intervention
Some say children would have better benefits
These students more lonely
Those opposed say all children deserve this
Drain of financial resources
Transition and Adulthood
Same challenges as all other teens
Special Challenges
Ownership of their abilities
Dissonance
Competing Expectations
Premature Identity
Supporting Adolescents Who Are Gifted and Talented
Complex outlook
Carefully think through decisions
Characteristics of Individuals Who Are Gifted and Talented
Programs based on this
Academic Characteristics
Reflect their intellectual skills
Reading behaviors
Writing behaviors
Speaking Behaviors
Mathematical Behaviors
Social and Emotional Characteristics
Emotional Intensity
Emotional reactions at deeper level
Perfectionism
Striving for a self-imposed advanced goal or unrealistic standard
Sense of Humor
Positives and negatives
High Level of Energy
Accomplish a lot in short period of time
Misinterpret as hyperactivity
Altruism and Idealism
Helping attitude toward others
Altruism- unselfish concern for the welfare of others
Idealism- the act of envisioning things in an ideal form
Strong Attachments and Commitments
Form strong attachments to one or two friends who may be a few years older or to an adult figure
Aesthetic Sensitivity
Keen perception of the characteristics and complexity of the arts
Sense of Justice
Attracted to causes that promote social equality
Cognitive Characteristics
Display at early age
Not all at same level
Viewed as developmental
Clusters of characteristics
Sometimes only evident in area of interest
Early Language Interest and Development
Early strong interest in reading
Curiosity
A strong need to know and to understand how the world works
Ask adult questions
Unusually Well Developed Memory
Phenomenal memory for information they have seen only once
Used to understand and connect to other disciplines.
Preference for Independent Work
Prefer working alone
Power of Concentration
High degree of concentration and an ability to focus on a problem for a considerable period of time
Multiple Interests
Large storehouses of information and good memory skills
Ability to Manipulate Abstract Symbol Systems
Unusual ability to learn and solve puzzles
Eminence: adult achievement of a high level
Ability to Generate Original
Generate novel ideas alone or in collaboration with others
Trends and Issues Affecting Students Who Are Gifted and Talented
Identification and Programming for Underrepresented Groups
Students from minority groups and those who live in poverty remain underrepresented
Students Who Are Twice Exceptional
Disability like autism and twice exceptional
Effective Differentiation
Misunderstanding about what differentiation is
Precocity- early development
Alternative Program Models
Technology-Based Options
Delivery system for a high-powered curriculum
Opportunities External to Schools
Coupled with outside community resources
Select a mentor
Talent Development
Many individuals may possess special abilities, even if they do not have overall high abilities
Perspectives of Parents and Families of Students Who Are Gifted and Talented
High values on education and hard work
Intact Families
Nurture learning
Parent Strategies for Encouraging Their Children
Keep involved and keep child motivated
Read to them.. so many things parents can do at home
Identifying Students Who Are Gifted and Talented
Each state is different
Underlying Principles of Effective Assessment
Measures to Match Programs
Relevant to the program/gift
Other Considerations
Domain specific checklists
Motivation, personality, persistence, and concentration
Two-Stage Assessment Process
Traditional achievement or aptitude test
2.Off-level testing: they take a more advanced test
Equity
Rely on their judgment of individual student profiles to make decisions about eligibility
Potential not yet developed
Many dimensions
Authentic Assessment
Resembles the actual curriculum and instruction
Multiple criteria used
Spatial Ability
Mentally visualize and manipulate objects
Eligibility
Varies widely
Specialists
Dynamic Assessment
Ongoing identification of student learning needs and ability
Fluid abilities
Test, teach, test again
Considerations for Identifying Giftedness
Teacher must recognize needs of student
More likely to refer male
Different instruments used- affects who is found
Number so large, those with special abilities may not be found
Response to Intervention and Students Who Are Gifted and Talented
RTI and MTSS as well