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Gifted and Talented
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Gifted and Talented


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