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Gifted and 2E Students, an Introduction

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Gifted and 2E Students, an Introduction - a presentation to the faculty at the Martin J Gottlieb Day School

Gifted and 2E Students, an Introduction - a presentation to the faculty at the Martin J Gottlieb Day School

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  • 1. Gifted and 2E kids, an introduction A presentation to the faculty of the Martin J Gottlieb Day School
  • 2. O The most important qualities that students need to succeed in life are: perseverance, hard work, and social skills. How do gifted and twice exceptional students learn these things? The approach to this population must be different than typical approaches.
  • 3. Bright vs. Gifted
  • 4. What is Giftedness? Intelligence tests Different levels of giftedness Has no intrinsic correlation with success or being a high achiever
  • 5. Personality traits: Typically (but certainly not always)Intense Perfectionistic Have anxieties, fears Hard time transitioning away Creative, divergent thinkers Energetic Sensitive (some refer to as oversensitivies)
  • 6. Social needs Typically: Go through steps of friendship differently Looking for soul mate, not a buddy Intense personality
  • 7. Intellectual needs: Depending on level of giftedness, can work 1 or 2 grades ahead, or several grades ahead Need for more depth of material Need for more context Need for faster speed in going through material “Check out” when bored or act out
  • 8. Intellectual needs Some approaches: Grade acceleration and subject acceleration (discussed later in this talk if time allows) University of Connecticut – curriculum compacting Open ended tasks
  • 9. Asynchronous
  • 10. Second language acquisition For schools such as MJGDS with dual language programs: O “Process through a grammatical lens” like adults do (Deveau) O Focus on structure and rule patterns (Deveau) O Approach in intellectual way, ask questions, form theories (Deveau) O Strong potential for language arts gifted children O Perfectionism issues a problem
  • 11. What does it mean to be twice exceptional?
  • 12. 2E Part of student’s brain going fast, getting abstract concepts or advanced concepts, able to do work years ahead or in more depth than peers YET Part of student’s brain holds back this process
  • 13. 2E Commonly seen: O Dyslexia O Dysgraphia O Dyscalculia O CAPD O ADHD – inattentive or hyperactive or both O Autism spectrum
  • 14. 2E O Difficult to diagnose disability because giftedness masks it O Difficult to diagnose giftedness because masked by disability O See “The Misdiagnosis and Dual Diagnosis of Gifted Children and Adults”
  • 15. 2E One good approach - scaffolding
  • 16. Good catch phrases O If you know one gifted child…you know one gifted child
  • 17. Good catch phrases, continued O Least worst option
  • 18. Good catch phrases, continued O Take care of academic needs first
  • 19. Good catch phrases, continued Least restrictive environment
  • 20. No excuses O If he does this level math now, what will he do later? O She can’t read ahead because she’ll be ahead of the class O Isn’t that pushing the child?
  • 21. Common pitfalls O Child resists new challenge O Lack of follow through O Multi-potentiality O Resentment from teachers O Slow processing speed
  • 22. Most common pitfall Fear of failure!
  • 23. Acceleration O Grade acceleration (Iowa manual, find peers in new grade, easier on schools) O Subject acceleration O Utilize out of level testing
  • 24. In Closing O Giftedness does not equal success O Help these children find appropriate challenge so that they learn hard work and perseverance O www.lynnelizabethmarlowe.com O Lynn@lynnelizabethmarlowe.com

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