In Introduction to the World of the Academically & Intellectually Gifted<br />Watson School of Education<br /> Teaching Fe...
	This person was told by an editor that she could never write anything that had popular appeal. <br />
P<br />Louisa May Alcott<br />was told by an editor that she would never write anything popular. <br />Little Women<br />i...
	This person had a stormy and emotionally traumatic childhood. She was considered an odd-ball by many of her playmates. Ev...
Eleanor Roosevelt<br />
You must do the thing you think you cannot do.<br />-Eleanor Roosevelt<br />
	This person was four years old before he could speak and seven before he could read: He was considered dull by both his p...
Albert Einstein<br />Above average intelligence<br />(Cox, 1926; Reis, 1995; Walberg et. al., 1981; Walberg & Paik, 2005)<...
P<br />This man was fired by a newspaper editor because he didn’t have enough good ideas. <br />
P<br />Walt Disney<br />This man was fired by a newspaper editor because he didn’t have enough good ideas. <br />
	As a child this person was hyperactive, had a speech defect, was prone to constant colds, had poor peer relationships, an...
WinstonChurchill<br />	Superior capacity for communication<br />	Well-rounded<br />	Broad interests<br />(Reis, 1995, 1998...
Giftedness in Context<br />
Why discuss giftedness in context?<br />No Universal Definition of Giftedness<br />NC Department of Public Instruction<br ...
3 Ring Conception of Giftedness<br />
Gagné’s DMGT Model<br />Differentiated Model of Giftedness and Talent<br />Distinguishes between “gifts” and “talents”<br ...
Taylor’s Multiple Talent Totem Poles<br />
Multiple Talent Totem Poles (1984)<br />Academic<br />Productive Thinking<br />Communicating<br />Forecasting<br />Decisio...
Sternberg’s Triarchic Theory<br />Analytical Giftedness<br />Synthetic Giftedness<br />Creativity<br />Insightfulness<br /...
Gardner’s Multiple Intelligences<br />Linguistic<br />Logical-Mathematical<br />Spatial<br />Musical<br />Bodily-kinesthet...
Definition<br />There is no universally accepted definition for gifted, talented, or giftedness<br />
U.S. D.O.E Definition<br />	Children and youth with outstanding talent perform or show the potential for performing at rem...
Article 9B<br />Academically or intellectually gifted students perform or show the potential to perform at substantially h...
Article 9B<br />School districts are required to follow the North Carolina state definition:<br />Guide the identification...
www.ncpublicschools.org/academicservices/gifted/<br />OR<br />Google: NC DPI AIG Program Standards<br />
Continuum of Services<br />In Class Enrichment<br />Enrichment Clusters<br />SchoolwideEvents<br />Grade Level Events<br /...
Characteristics: Seeing<br />Unusual alertness<br />Joy in learning<br />Keen observation<br />Sees “Big Picture”<br />Mak...
Characteristics: Speed<br />Early and rapid learning<br />Rapid language development<br />Metacognitively efficient<br />
Superior  ≠<br />
Superior  =<br />
Characteristics: Differences<br />Superior language<br />Verbal fluency<br />Large vocabulary<br />Superior analytical and...
Characteristics<br />
Characteristics<br />Behaviors<br />
T<br />I<br />C<br />U<br />C<br />A<br />P<br />Gifted Behaviors NOT Gifted People!<br />
3 Ring Conception of Giftedness<br />
School House Giftedness<br />Creative Giftedness<br />
Teacher Pleaser<br />Evil Genius<br />
Creatively Gifted<br />Independent<br />High energy<br />Curious<br />Sense of humor<br />Open-minded<br />Need for privac...
Creatively Gifted<br />Aware of their own creativeness<br />Originality in thought and action<br />Attracted to complexity...
And the not so good…<br />Impulsive<br />Egotistical<br />Argumentative<br />Rebellious<br />Uncooperative<br />Stubborn<b...
Characteristics: Negative<br />Uneven mental development<br />Interpersonal difficulties<br />Underachievement<br />
Asynchronous Development<br />Uneven intellectual, physical, and emotional development.<br />
Asynchronous Development<br />Cognitively understand advanced concepts (like mortality) but lack emotional maturity to cop...
Underachievers: Personality<br />Low self-esteem or Low self-efficacy<br />Feelings of Pessimism<br />Anxious, impulsive, ...
Internal Mediators<br />Fear of failure<br />Fear of success<br />Negative attitude toward school<br />Antisocial, rebelli...
Maladaptive Strategies<br />Lack goal-directed behavior<br />Poor coping skills<br />Poor self-regulation<br />Defense mec...
Not all bad…<br /><ul><li>Demonstrate honesty and integrity when rejecting inappropriate school work
Intense outside interests
Creative</li></li></ul><li>What about these characteristics?<br />Inability to master certain academic skills<br />Lack of...
Twice-Exceptional<br />Gifted with Learning Disability<br />May also demonstrate<br />Learned helplessness<br />Perfection...
Look For:<br />Advanced vocabulary use<br />Exceptional analytic abilities<br />High levels of creativity<br />Advanced pr...
They Are All So Different…<br />Children come to us in a variety of shapes, sizes, intellectual abilities, creative abilit...
Diversity in students can include:<br />Ability<br />Achievement<br />Academic background<br />Cultural differences<br />s...
Diversity in students can include:<br />Differences learning styles <br />Differences in interests<br />Differences in pre...
Why Aren’t Some Students Challenged?<br />
Classroom Practices Study<br />Teachers reported that they never had any training in meeting the needs of gifted students....
Classroom Practices Observational Study<br />Students experienced no instructional or curricular differentiation in 84% of...
Types of Differentiation in Which Target Gifted Students Were Involved<br />No Differentiation<br />Advanced Content<br />...
Achievement Gap<br />The observed disparity on a number of educational measures between the highest performing students an...
Achievement Gap<br />Performance gaps defined by groups <br />Gender,<br />Race or ethnicity<br />Socioeconomic status<br ...
Estimated Variability Typical 1st Grade Classroom<br />DSS of 110<br />Developmental standard score<br />Lowest 1st grader...
Estimated Variability Typical 1st Grade Classroom<br />DSS of 110 to 199<br />4-5 grade level difference between top perfo...
Estimated Variability Typical 5th Grade Classroom<br />DSS of 140 (average 1st grader)<br />DSS of 309 (top 9th grader)<br...
Typical 9th Grade Classroom<br />DSS of 150 (average 1st grader)<br />DSS of 369 <br />The gap widens by 145% between 1st ...
The Rub…<br />
The Question of Equity<br />Equity, the quality of being fair, is not about offering the exact same thing to every student...
Family Circus<br />
Approximately 40-50% of traditional classroom material could be eliminated for targeted students.<br />Reis, S. M., Westbe...
When teachers eliminated as much as 50% of the curriculum, no differences were found between treatment and control groups ...
Student Behaviors Suggesting that Compacting(a form of acceleration)May Be Necessary<br />
Finishes tasks quickly<br />Completes homework in class<br />Appears bored during instruction time<br />Brings in outside ...
Tests scores consistently excellent<br />Asks questions that indicate advanced familiarity with material<br />Sought after...
For Students, Compacting<br />	Eliminates boredom resulting from unnecessary drill and practice.<br />	Provides challenge ...
Bright<br />Knows the Answers <br />	Asks the Questions<br />Gifted<br />
Bright<br />Is Attentive<br />	Is Intellectually Engaged<br />Gifted<br />
Bright<br />Has Good Ideas<br />	Has Original Ideas<br />Gifted<br />
Bright<br />Absorbs Information<br />	Manipulates Information<br />Gifted<br />
Bright<br />Top Student<br />	Beyond Her Age Peers<br />Gifted<br />
Bright<br />Repeats 6-8 Times for Mastery<br />	Repeats 1-2 Times for Mastery<br />Gifted<br />
Bright<br />Understands Ideas<br />	Constructs Abstractions<br />Gifted<br />
Bright<br />Grasps the Meaning<br />	Draws Inferences<br />Gifted<br />
Bright<br />Is a Technician<br />	Is an Inventor<br />Gifted<br />
Questions?<br />
Imagine your future classroom… How will you differentiate to meet the needs of your highest ability students while still m...
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  • Louisa May Alcott
  • Eleanor Roosevelt
  • Albert Einstein
  • Winston Churchill
  • 1973 Version1984 Version includes
  • 1973 Version1984Version includes
  • It is distinguishably different, and on measures of performance, it is higher or superior
  • Introduction to Gifted for UNCW Teaching Fellows

    1. 1. In Introduction to the World of the Academically & Intellectually Gifted<br />Watson School of Education<br /> Teaching Fellows<br />Angela Housand, Ph.D.<br />housanda@uncw.edu<br />
    2. 2. This person was told by an editor that she could never write anything that had popular appeal. <br />
    3. 3. P<br />Louisa May Alcott<br />was told by an editor that she would never write anything popular. <br />Little Women<br />is considered one of the the best American children’s books of the past 200 years.<br />
    4. 4. This person had a stormy and emotionally traumatic childhood. She was considered an odd-ball by many of her playmates. Even her family provided her with very little encouragement and support. For many years she lived in fantasy as the mistress of her alcoholic father’s household. <br />
    5. 5. Eleanor Roosevelt<br />
    6. 6. You must do the thing you think you cannot do.<br />-Eleanor Roosevelt<br />
    7. 7. This person was four years old before he could speak and seven before he could read: He was considered dull by both his parents and his teachers. <br />
    8. 8. Albert Einstein<br />Above average intelligence<br />(Cox, 1926; Reis, 1995; Walberg et. al., 1981; Walberg & Paik, 2005)<br />Image: http://streams.gandhiserve.org/images/einstein.jpg<br />
    9. 9. P<br />This man was fired by a newspaper editor because he didn’t have enough good ideas. <br />
    10. 10. P<br />Walt Disney<br />This man was fired by a newspaper editor because he didn’t have enough good ideas. <br />
    11. 11. As a child this person was hyperactive, had a speech defect, was prone to constant colds, had poor peer relationships, and frequently failed in school. It took him three years to complete the first grade. His father soon decided the boy needed more discipline and suggested military school. Before being admitted, however, he failed the entrance examination three times. A teacher once called him the naughtiest small boy in England. <br />
    12. 12. WinstonChurchill<br /> Superior capacity for communication<br /> Well-rounded<br /> Broad interests<br />(Reis, 1995, 1998, 2005; Van-Tassel Baska 1989; Walberg et. al., 1981; Walberg & Paik, 2005) Image: http://worldroots.com/brigitte/gifs/churchill.jpg<br />
    13. 13. Giftedness in Context<br />
    14. 14. Why discuss giftedness in context?<br />No Universal Definition of Giftedness<br />NC Department of Public Instruction<br />alignment of program delivery with student identification<br />Student Success<br />
    15. 15.
    16. 16.
    17. 17. 3 Ring Conception of Giftedness<br />
    18. 18.
    19. 19. Gagné’s DMGT Model<br />Differentiated Model of Giftedness and Talent<br />Distinguishes between “gifts” and “talents”<br />Gifts:<br />General aptitudes<br />Untrained natural ability<br />Talents:<br />Specific skills<br />Learned capabilities<br />
    20. 20. Taylor’s Multiple Talent Totem Poles<br />
    21. 21. Multiple Talent Totem Poles (1984)<br />Academic<br />Productive Thinking<br />Communicating<br />Forecasting<br />Decision Making<br />Planning (Designing)<br />Implementing<br />Human Relations<br />Discerning Opportunities<br />
    22. 22. Sternberg’s Triarchic Theory<br />Analytical Giftedness<br />Synthetic Giftedness<br />Creativity<br />Insightfulness<br />Intuition<br />Ability to cope with novelty<br />Practical Giftedness<br />Apply first two in pragmatic situations<br />Wisdom – concerns about needs and welfare of others<br />
    23. 23. Gardner’s Multiple Intelligences<br />Linguistic<br />Logical-Mathematical<br />Spatial<br />Musical<br />Bodily-kinesthetic<br />Interpersonal<br />Intrapersonal<br />Naturalist<br />
    24. 24. Definition<br />There is no universally accepted definition for gifted, talented, or giftedness<br />
    25. 25. U.S. D.O.E Definition<br /> Children and youth with outstanding talent perform or show the potential for performing at remarkably high levels of accomplishment when compared with others of their age, experience, or environment. These children and youth exhibit high performance capability in intellectual, creative, and/or artistic areas, possess an unusual leadership capacity, or excel in specific academic fields. They require services of activities not ordinarily provided by the schools. Outstanding talents are present in children and youth from all cultural groups, across all economic strata, and in all areas of human endeavor (Department of Education, 1993).<br />
    26. 26. Article 9B<br />Academically or intellectually gifted students perform or show the potential to perform at substantially high levels of accomplishment when compared with others of their age, experience, or environment. Academically or intellectually gifted students exhibit high performance capability in intellectual areas, specific academic fields, or in both intellectual areas and specific academic fields. Academically or intellectually gifted students require differentiated educational services beyond those ordinarily provided by the regular educational program. Outstanding abilities are present in students from all cultural groups, across all economic strata, and in all areas of human endeavor.<br /> (1996, 2nd Ex. Sess., c. 18, s. 18.24(f).)<br />
    27. 27. Article 9B<br />School districts are required to follow the North Carolina state definition:<br />Guide the identification process<br />Consequently determine who is selected for services<br />
    28. 28.
    29. 29. www.ncpublicschools.org/academicservices/gifted/<br />OR<br />Google: NC DPI AIG Program Standards<br />
    30. 30. Continuum of Services<br />In Class Enrichment<br />Enrichment Clusters<br />SchoolwideEvents<br />Grade Level Events<br />Differentiation/ Compacting<br />Pull-out Programs<br />Enrichment Clusters<br />Enrichment Triad<br />
    31. 31. Characteristics: Seeing<br />Unusual alertness<br />Joy in learning<br />Keen observation<br />Sees “Big Picture”<br />Makes connections<br />Intense focus<br />Curious<br />
    32. 32. Characteristics: Speed<br />Early and rapid learning<br />Rapid language development<br />Metacognitively efficient<br />
    33. 33. Superior ≠<br />
    34. 34. Superior =<br />
    35. 35. Characteristics: Differences<br />Superior language<br />Verbal fluency<br />Large vocabulary<br />Superior analytical and reasoning ability<br />High-capacity memory<br />Goes beyond what is sought<br />Abstract, complex, and insightful thinking<br />
    36. 36. Characteristics<br />
    37. 37. Characteristics<br />Behaviors<br />
    38. 38. T<br />I<br />C<br />U<br />C<br />A<br />P<br />Gifted Behaviors NOT Gifted People!<br />
    39. 39. 3 Ring Conception of Giftedness<br />
    40. 40. School House Giftedness<br />Creative Giftedness<br />
    41. 41. Teacher Pleaser<br />Evil Genius<br />
    42. 42. Creatively Gifted<br />Independent<br />High energy<br />Curious<br />Sense of humor<br />Open-minded<br />Need for privacy and alone time<br />
    43. 43. Creatively Gifted<br />Aware of their own creativeness<br />Originality in thought and action<br />Attracted to complexity and novelty<br />Artistic tendencies<br />Willing to take risks<br />Perceptive<br />
    44. 44. And the not so good…<br />Impulsive<br />Egotistical<br />Argumentative<br />Rebellious<br />Uncooperative<br />Stubborn<br />Childish<br />Absentminded<br />Neurotic<br />Temperamental<br />Capricious<br />Careless<br />Disorganized<br />Demanding<br />Indifferent to Conventions<br />
    45. 45. Characteristics: Negative<br />Uneven mental development<br />Interpersonal difficulties<br />Underachievement<br />
    46. 46. Asynchronous Development<br />Uneven intellectual, physical, and emotional development.<br />
    47. 47. Asynchronous Development<br />Cognitively understand advanced concepts (like mortality) but lack emotional maturity to cope with knowledge<br />Perceived as older due to cognitive ability, but lack behavioral maturity<br />
    48. 48.
    49. 49. Underachievers: Personality<br />Low self-esteem or Low self-efficacy<br />Feelings of Pessimism<br />Anxious, impulsive, or inattentive<br />Aggressive, hostile<br />Depressed<br />Socially immature<br />
    50. 50. Internal Mediators<br />Fear of failure<br />Fear of success<br />Negative attitude toward school<br />Antisocial, rebellious<br />Self-critical or perfectionistic<br />
    51. 51. Maladaptive Strategies<br />Lack goal-directed behavior<br />Poor coping skills<br />Poor self-regulation<br />Defense mechanisms<br />
    52. 52. Not all bad…<br /><ul><li>Demonstrate honesty and integrity when rejecting inappropriate school work
    53. 53. Intense outside interests
    54. 54. Creative</li></li></ul><li>What about these characteristics?<br />Inability to master certain academic skills<br />Lack of motivation<br />Disruptive classroom behavior<br />Failure to complete assignments<br />Lack of organizational skills<br />Poor listening and concentration skills<br />Unrealistic self-expectations<br />
    55. 55. Twice-Exceptional<br />Gifted with Learning Disability<br />May also demonstrate<br />Learned helplessness<br />Perfectionism<br />Supersensitivity<br />Low self-esteem<br />Behaviors may hamper identification<br />
    56. 56. Look For:<br />Advanced vocabulary use<br />Exceptional analytic abilities<br />High levels of creativity<br />Advanced problem-solving skills<br />Divergent thinking<br />Specific aptitude<br />Good memory<br />Spatial abilities<br />
    57. 57. They Are All So Different…<br />Children come to us in a variety of shapes, sizes, intellectual abilities, creative abilities, inter/intra personal skills, and a myriad more characteristics that makes each child we deal with unique and special. Carol Ann Tomlinson<br />
    58. 58.
    59. 59. Diversity in students can include:<br />Ability<br />Achievement<br />Academic background<br />Cultural differences<br />second language acquisition, interaction style differences<br />Differences in affect<br />enthusiasm level and personality<br />
    60. 60. Diversity in students can include:<br />Differences learning styles <br />Differences in interests<br />Differences in preferences for products and processes<br />Differences in effort<br />Differences in self-regulation and study skills<br />
    61. 61. Why Aren’t Some Students Challenged?<br />
    62. 62. Classroom Practices Study<br />Teachers reported that they never had any training in meeting the needs of gifted students.<br />61% public school teachers<br />54% private school teachers<br />Archambault, F. X., Jr., Westberg, K. L., Brown, S. W., Hallmark, B. W., Emmons, C. L., & Zhang, W. (1993). Regular classroom practices with gifted students: Results of a national survey of classroom teachers (Research Monograph 93102). Storrs, CT: The National Research Center on the Gifted and Talented, University of Connecticut.<br />
    63. 63. Classroom Practices Observational Study<br />Students experienced no instructional or curricular differentiation in 84% of the activities in which they participated:<br /> Reading Language Arts<br /> Mathematics Social Studies<br /> Science<br />Westberg, K. L., Archambault, F. X., Jr., Dobyns, S. M., & Salvin, T. J. (1993). An observational study of instructional and curricular practices used with gifted and talented students in regular classroom (Research Monograph 93104). Storrs, CT: The National Research Center on the Gifted and Talented, University of Connecticut.<br />
    64. 64. Types of Differentiation in Which Target Gifted Students Were Involved<br />No Differentiation<br />Advanced Content<br />Advanced Process<br />Advanced Product<br />Indep. Study w/ Assigned Topic<br />Indep. Study w/ Self-selected Topic<br />Other Differentiation<br />
    65. 65. Achievement Gap<br />The observed disparity on a number of educational measures between the highest performing students and the lowest performing students<br />
    66. 66. Achievement Gap<br />Performance gaps defined by groups <br />Gender,<br />Race or ethnicity<br />Socioeconomic status<br />The disparities are clearly documented and are of substantial magnitude<br />
    67. 67. Estimated Variability Typical 1st Grade Classroom<br />DSS of 110<br />Developmental standard score<br />Lowest 1st grader<br />DSS of 199<br />Average 4th grader<br />Low 9th grader<br />
    68. 68. Estimated Variability Typical 1st Grade Classroom<br />DSS of 110 to 199<br />4-5 grade level difference between top performing student and lowest performing student<br />
    69. 69. Estimated Variability Typical 5th Grade Classroom<br />DSS of 140 (average 1st grader)<br />DSS of 309 (top 9th grader)<br />8 grade level difference between top performing student and lowest performing student<br />
    70. 70.
    71. 71. Typical 9th Grade Classroom<br />DSS of 150 (average 1st grader)<br />DSS of 369 <br />The gap widens by 145% between 1st grade and 9th grade<br />
    72. 72. The Rub…<br />
    73. 73.
    74. 74. The Question of Equity<br />Equity, the quality of being fair, is not about offering the exact same thing to every student, it is providing individuals with suitable challenges and experiences that will enable them to be successful and grow beyond where they are now or where they have been before.<br />
    75. 75. Family Circus<br />
    76. 76. Approximately 40-50% of traditional classroom material could be eliminated for targeted students.<br />Reis, S. M., Westberg, K.L., Kulikowich, J., Caillard, F., Hébert, T., Plucker, J., Purcell, J.H., Rogers, J.B., & Smist, J.M. (1993). Why not let high ability students start school in January? The curriculum compacting study (Research Monograph 93106). Storrs, CT: The National Research Center on the Gifted and Talented, University of Connecticut.<br />
    77. 77. When teachers eliminated as much as 50% of the curriculum, no differences were found between treatment and control groups in most content areas. In fact, students whose curriculum was compacted scored higher than control group students in some areas.<br />Reis, S. M., Westberg, K.L., Kulikowich, J., Caillard, F., Hébert, T., Plucker, J., Purcell, J.H., Rogers, J.B., & Smist, J.M. (1993). Why not let high ability students start school in January? The curriculum compacting study (Research Monograph 93106). Storrs, CT: The National Research Center on the Gifted and Talented, University of Connecticut.<br />
    78. 78.
    79. 79. Student Behaviors Suggesting that Compacting(a form of acceleration)May Be Necessary<br />
    80. 80. Finishes tasks quickly<br />Completes homework in class<br />Appears bored during instruction time<br />Brings in outside reading material<br />Creates puzzles, games, or diversions in class<br />
    81. 81. Tests scores consistently excellent<br />Asks questions that indicate advanced familiarity with material<br />Sought after by others for assistance<br />Daydreams<br />
    82. 82. For Students, Compacting<br /> Eliminates boredom resulting from unnecessary drill and practice.<br /> Provides challenge leading to continuous growth.<br />
    83. 83. Bright<br />Knows the Answers <br /> Asks the Questions<br />Gifted<br />
    84. 84. Bright<br />Is Attentive<br /> Is Intellectually Engaged<br />Gifted<br />
    85. 85. Bright<br />Has Good Ideas<br /> Has Original Ideas<br />Gifted<br />
    86. 86. Bright<br />Absorbs Information<br /> Manipulates Information<br />Gifted<br />
    87. 87. Bright<br />Top Student<br /> Beyond Her Age Peers<br />Gifted<br />
    88. 88. Bright<br />Repeats 6-8 Times for Mastery<br /> Repeats 1-2 Times for Mastery<br />Gifted<br />
    89. 89. Bright<br />Understands Ideas<br /> Constructs Abstractions<br />Gifted<br />
    90. 90. Bright<br />Grasps the Meaning<br /> Draws Inferences<br />Gifted<br />
    91. 91. Bright<br />Is a Technician<br /> Is an Inventor<br />Gifted<br />
    92. 92. Questions?<br />
    93. 93. Imagine your future classroom… How will you differentiate to meet the needs of your highest ability students while still meeting the needs of your lowest achieving students?<br />How will you advocate for the special needs of gifted students within your future school?<br />Does differentiation really meet the needs of gifted students in current instructional settings? What can you do to change current practice if necessary?<br />
    94. 94. Thank You.<br />

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