Gifted and Talented


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Gifted and Talented

  1. 1. Gifted & Talented<br />By: Kalia Shamanski and Jarrett Fuller<br />
  2. 2. Explanation<br />Definition has broadened over the years – no one accepted definition<br />Defined by Renzulli as a three component model consisting of high ability, high creativity, and high task commitment<br />Defined by Gardner theory of Multiple Intelligences composed of 8 different areas of intelligence<br />
  3. 3. Renzulli’sThree Ring Model<br />Gardner’s Theory<br />Of<br />Multiple Intelligences<br />
  4. 4. Causes<br />Biology<br />Genetics<br />Nutrition – impacts child development<br />Environment <br />Significant amounts of stimulation<br />Opportunity to explore and interact with environment<br />High expectations<br />
  5. 5. Identification<br />Estimated about 2% of students in school population are gifted<br />Teacher plays a major role in identification <br />Need to be aware of characteristics/classroom behaviors that are typically displayed by gifted students<br />Teachers can assemble information to help with the further steps of determining giftedness and the services they will require<br />Ex. formal tests, formative assessment, assignments<br />Portfolios are a good way to keep track of these items<br />Students from different cultures and from disadvantaged backgrounds are typically overlooked<br />Difficult to identify students who are gifted that an exceptionality<br />Learning disability often masks achievement in other areas<br />
  6. 6. Characteristics<br />Academics<br />Superior performance<br />Finished work ahead of everyone<br />Poor achievement due to boredom<br />Underachievement<br />happens when a student’s achievement level is much lower than their cognitive level.<br />Causes for underachievement are: poor self image, desire to fit in, no future vision, desire to rebel<br />May be socially isolated from peers<br />Perfectionism<br />over-concern for details and uncharacteristically high standards<br />Problems occur when student is unable to feel satisfaction in their work.<br />Asynchronous Development <br />Caused by uneven development in rates of intellectual, emotional, and physical development. <br />Can vary with the students degree of giftedness.<br />Students may feel out of sync with their peers or have different maturity levels in different situations<br />
  7. 7. Curriculum Strategies<br />Acceleration: Placing students at a higher level than normal to meet their needs. This could consist of: content acceleration, grade skipping, specially designed credit courses or early graduation.<br />Telescoping: Reducing the amount of time a student takes to cover the curriculum.<br />Compacting: Streamline the amount of time the student spends on the regular curriculum. This frees the student to work on other curricular areas. <br />Independent study: Allow students to take their own time and investigate the course topics. Some examples of independent study include: developing skills for creative and critical thinking, learning research skills, or simply keeping a portfolio.<br />Enrichment: techniques that provide topics, skill development, materials, or experiences that extend the depth of coverage beyond the typical curriculum<br />
  8. 8. Teaching Strategies<br />Challenge the student to relate the this course to other courses they are taking. <br />Allow the student to move on to new work instead of waiting for others.<br />Promote self-initiated and self-directed learning<br />Incorporate internet based activities into lessons<br />Balance coverage of basic discipline and the arts<br />Use a variety of learning materials<br />Focus on the higher levels of Bloom’s taxonomy.<br />Provide opportunities for the them to be mentored by older students.<br />Educate about potential future career options<br />
  9. 9. Problematic Practices for Gifted Students<br />When involved with group work, students who are gifted may end up doing the majority of the work<br />They are often subjected to more difficult grading criteria<br />When they finish assignments early, they are given more of the same work<br />They are over used as “co-teachers” to help students who need assistance<br />Advanced levels of critical thinking are not typically incorporated into lessons<br />Instructional methods in classrooms are generally limited in range and complexity<br />Vocabulary use in the classroom is inappropriate for advanced learners<br />
  10. 10. Enhancing Inclusive Classrooms<br />Promote a sense of community and social acceptance<br />Recognize gifted student’s abilities are assets to the classroom<br />Dispel any stereotypes about giftedness<br />Discuss uniqueness of gifted students in terms of classroom diversity<br />
  11. 11. Support for Teachers<br />For teachers to be able to provide a quality education to students who are gifted the following aspects are very important:<br />Classroom teachers need to be well trained in dealing with the many and varied needs of gifted students<br />Teachers need to have a support team consisting of resource personnel and professionals<br />Provide resource materials and strategies<br />Teachers need adequate planning time<br />Great emphasis on being very organized and prepared<br />
  12. 12. Bibliography<br />Smith, Tom E.C., Polloway, Edward A., Patton, James M., Dowdy, Carol A., McIntyre, Laureen J., & Francis, Garnett C. (2010). Teaching students with special needs in inclusive settings. Toronto: Pearson Education Canada<br />Symons, C. (Ed.). (2008). The Exceptional Teachers’ Casebook: Reference document for children and adolescents with exceptionalities. Brandon, MB: Brandon University<br />Valerie McInnes – Resource Teacher – Ethelbert, MB<br /><br /><br /><br /><br />
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