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Gifted sped109
Gifted sped109
Gifted sped109
Gifted sped109
Gifted sped109
Gifted sped109
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Gifted sped109
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Gifted sped109
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Gifted sped109
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Gifted sped109
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Gifted sped109
Gifted sped109
Gifted sped109
Gifted sped109
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Gifted sped109

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  1. SPED 109<br />ICT and SPED<br />
  2. Giftedness<br />Multiple Intelligences<br />
  3. What is “gifted”?<br />Highly gifted children tend to be those who demonstrate asynchronous development. Due to their high cognitive abilities and high intensities they experience and relate to the world in unique ways. These children are often found as a result of extremely high scores on an individually scored IQ tests, generally above the 140 IQ range. Others may be prodigies in areas such as math, science, language and/or the arts. Profoundly gifted children can score in excess of 170 IQ. <br />
  4. One aspect which sets apart gifted students from their fellow classmates is their ability to make connections which others often fail to see.<br />Widely read<br />Intensity for learning within subject area(s)<br />Prefers independent work<br />Asks many probing questions<br />Absorbs info quickly with limited exposure<br />Requires little or no drilling<br />Displays leadership qualities<br />Shares knowledge “answers too often”<br />Has large vocabulary<br />Generates large number of ideas or solutions to problems<br />Applies knowledge to unfamiliar situations<br />Provides many written or oral details<br />Benefits from rapid rate of presentation<br />Has knowledge about things peers are unaware of<br />Offers unusual or unique responses<br />
  5. Linguistic Intelligence<br /><ul><li>It is a well developed verbal skills and sensitivity to the sounds, meanings and rhythms of words.</li></li></ul><li>The indicators of linguistic intelligence are manifested by persons who:<br />Ask a lot of questions<br />Have a good vocabulary, enjoy talking, can spell easily<br />Pick up new languages easily<br />Enjoy playing with words<br />Enjoy reading, love stories, jokes, riddles<br />Like to write<br />Can talk about language skills<br />
  6. Logical-Mathematical Intelligence<br />It is the ability to explore patterns, categories and relationships by manipulating objects or symbols and to experiment in controlled, orderly ways.<br />
  7. The indicators of logical mathematical intelligence are manifested by persons who:<br />Want to know how things work<br />Are interested in “if...then” logic<br />Oriented towards rule-based activities<br />Play with numbers, enjoy solving problems<br />Love to collect and classify objects<br />
  8. Musical Intelligence<br />It is the ability to enjoy, perform or compose a musical piece, as well as, produce and appreciate rhythm, pitch and timber.<br />
  9. The indicators of musical intelligence are shown by persons who:<br />Have sensitivity to sound patterns, hum or move rhythmically<br />Capture the essence of a beat and adjust movement patterns according to changes<br />Have a good sense of pitch<br />Hum tunes, can discriminate among sounds<br />Play with sounds, remember tunes and sound patterns<br />
  10. Visual-Spatial Intelligence<br />It is the ability to perceive and mentally manipulate a form or object, perceive and create tension, balance and composition in a visual or spatial display.<br />
  11. Some indicators of visual-spatial intelligence are manifested by persons who:<br />Like to draw, doodle, sketch<br />Have a keen eye for detail<br />Like to take things apart, like to build things<br />Have a good sense of relating parts to the whole<br />Enjoy puzzles, riddles<br />Remember places by description or image<br />
  12. Bodily-Kinesthetic Intelligence <br />It is the ability to control one’s body movements and to handle objects skillfully.<br />
  13. The indicators of bodily-kinesthetic intelligence are observed among persons who:<br /><ul><li>Have a good sense of balance, good eye-hand coordination
  14. Have sense of rhythm graceful in movement
  15. Communicate ideas through gestures, body movements and facial expressions
  16. Have early ease in manipulating objects
  17. Solve problems through “doing”</li></li></ul><li>
  18. InterpersonalIntelligence<br />It is the capacity to detect and respond appropriately to the moods, motivations and desires of other people.<br />
  19. The indicators of interpersonal intelligence are observed in persons who:<br />Demonstrate empathy towards others<br />Act as mediator or counselor to others<br />Relate well to peers and adults alike<br />Are admired by peers, make friends easily<br />Display skills of leadership<br />Work cooperatively with others<br />Enjoy cooperative and group activities<br />
  20. Intrapersonal Intelligence<br />It is the ability to gain access to and understand one’s inner feelings, values, beliefs, dreams and ideas.<br />
  21. The indicators of intrapersonal intelligence are evidenced by people who:<br />Are goal-oriented, develop plans carefully<br />Are confident of their own abilities and accept their limitations<br />Do not need to be told what to do<br />Motivate themselves to engage in projects<br />Work towards the achievement of one’s goals<br />Communicate their feelings<br />
  22. NATURALIST<br />
  23. Naturalist Intelligence<br />The person’s ability to identify and classify patterns in nature.<br />
  24. The indicators of naturalist intelligence are evidenced by people who:<br />Can sort what animals and plants are edible or not<br />Relates to the environment<br />Are sensitive to changes in flora and fauna, weather patterns and similar environmental factors<br />
  25. EXISTENTIAL<br />
  26. Existential Intelligence<br />Sensitivity and capacity to tackle deep questions about human existence such as the meaning of life why do things perish and how can one survive suffering.<br />
  27. Factors influencing determination of “giftedness”<br />Socio-economic factors often lead to underreporting of some gifted.<br />Gender issues- Female students less likely to be identified<br />Misdiagnosis- ADHD, ODD, OCD, Mood disorders (Bi-polar or Depression)<br />Terminology- exceptional vs. gifted vs. talented vs. special <br />Wishful thinking (parents and even some teachers)<br />Challenges arise from the difficulty in distinguishing “Academically talented” and “Gifted”<br />
  28. Labeling Issues<br />Creates unreasonable expectations<br />Tries to lock in life choices too early<br />Behavior issues on the part of the “gifted” child<br />Other students might focus on the different one (verbal and physical abuse)<br />
  29. Boredom in the classroom can be an issue for gifted students<br />Special accommodations should be made to address the boredom issue.<br />IDEA Suggests that children should be taught in the least restrictive environment.<br />Often the classroom is more restrictive than are other options.<br />NCLB requires proficiency in subject areas.<br />Often gifted students begin the class at or above proficiency levels.<br />Services for gifted students as opposed to “gifted program”<br />In many cases boredom can lead to “underachievement”<br />
  30. What should we do to meet the needs of gifted students?<br />Gifted resource services<br />Acceleration (learn at own pace)<br />Resource rooms [grouping]<br />Enrichment (able to learn beyond grade level material)<br />Differentiation (match studies to interests)<br />Honors / Advanced Placement courses<br />Mentorships <br />Summer and Saturday Programs<br />Competitions<br />Independent studies (with study skills)<br />
  31. Fin.<br />Presentation by:<br />Candice Santiago<br />

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