15. Bright Child Gifted Learner Knows the answers Asks the questions Is Interested Is highly curious Is Attentive Mentally & physically involved Has good ideas Has wild, silly ideas Works hard Plays around, yet tests well Answers the questions Discusses in detail, elaborates Top group Beyond the group Listens with interest Shows strong feelings & opinions Learns with ease Already knows 6-8 repetitions for mastery 1-2 repetitions for mastery Understands ideas Constructs abstractions Enjoys peers Prefers adults Grasps the meaning Draws inferences Completes assignments Initiates projects Is receptive Is intense Copies accurately Creates a new design Enjoys school Enjoys learning Absorbs information Manipulates information Technician Inventor Good memorizer Good guesser Enjoys straight forward presentation Thrives on complexity Is alert Is keenly observant Is pleased with own learning Is highly self-critical from Challenge Magazine by Janet Szabos
23. WHAT MAKES GIFTEDNESS? Task Commitment Above Average Ability Creativity A I From: Renzulli, J. S. (1978). What Makes Giftedness? Reexamining a Definition. Phi Delta Kappan, 180-184, 261. U C C T P
29. Second cast of the dice … 3 + 12 15 3 + 4 = 7 3 x 4 = 12
30. Third cast of the dice … 15 + 6 21 5 + 1 = 6 5 x 1 = 5
31. Fourth cast of the dice … 21 + 18 39 21 + 9 30 3 + 6 = 9 3 x 6 = 18
32. Modifications for Advanced Students Play to 100 Disallow paper for calculations or remembering numbers Use powers Use subtraction Allow negative numbers What about fractions?
33. Tiered Lesson: Using Powers Option 81 34 = 3 x 3 x 3 x 3 = 81 43 = 4 x 4 x 4 = 64
36. 12 We could really shake things up… … try three dice and use the distributive law! 12 + (3 x 18) = 12 + 54 = 66 (12 + 18) x 3 = 30 x 3 = 90 Did you get closer to 100?
37. Minimum Requirements Build a complex machine which is made up of at least two simple machines and can move a roll of pennies 3 feet.
39. Classroom Practices Observational Study Students experienced no instructional or curricular differentiation in 84% of the activities in which they participated: Reading Language Arts Mathematics Social Studies Science 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.
40. Approximately 40-50% of traditional classroom material could be eliminated for targeted students.
41. 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.
48. “In a completely rational society, the best of us would aspire to be teachers and the rest of us would have to settle for something less, because passing civilization along from one generation to the next ought to be the highest honor and the highest responsibility anyone could have.” -Lee Iacocca