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Gifted (Maurice)
Gifted (Maurice)
Gifted (Maurice)
Gifted (Maurice)
Gifted (Maurice)
Gifted (Maurice)
Gifted (Maurice)
Gifted (Maurice)
Gifted (Maurice)
Gifted (Maurice)
Gifted (Maurice)
Gifted (Maurice)
Gifted (Maurice)
Gifted (Maurice)
Gifted (Maurice)
Gifted (Maurice)
Gifted (Maurice)
Gifted (Maurice)
Gifted (Maurice)
Gifted (Maurice)
Gifted (Maurice)
Gifted (Maurice)
Gifted (Maurice)
Gifted (Maurice)
Gifted (Maurice)
Gifted (Maurice)
Gifted (Maurice)
Gifted (Maurice)
Gifted (Maurice)
Gifted (Maurice)
Gifted (Maurice)
Gifted (Maurice)
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Gifted (Maurice)


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    EPSE 317
  • 2. This is the story of Maurice:
  • 3. Maurice is 8 years old
    He attends a regular grade 3 class at Blueberry Elementary School in Castlegar
    He lives with his Mom, Felicia, who is a wholistic nutritional and lifestyle consultant
  • 4. His Dad (Ed) and his little brother (Charlie), who is 6, live up the road in New Denver
    Ed works as a heavy equipment mechanic for the Ministry of Highways
    Maurice spends weekends with Ed and Charlie.
  • 5. Maurice likes his time with Ed and Charlie although they have different ideas of a good time
    Ed and Charlie enjoy dirt biking and hunting, and are fans of the Calgary Flames
    Maurice doesn’t really care much for hockey; he reads, lots, and likes to watch documentary programs on TV.
    Last year he went to a drama summer camp and played the role of Puck in Midsummer Night’s Dream. Everyone said he was brilliant.
    Still, Maurice, Ed and Charlie get along well and like one another a lot.
  • 6. Maurice Hates School
    He begs his mom to let him stay home almost every day.
    He’s never liked his teachers, and they don’t really seem to like him.
    His classmates say he’s “weird.”
  • 7. Stuff he’s good at and likes
    Last summer Maurice took part in a drama summer camp near Nelson.
    They staged “Midsummer Night’s Dream,”
    Everyone said Maurice’s “Puck” was just brilliant.
  • 8. He’s learning to play chess…
    And can beat anyone in Castlegar by now…
  • 9. Worries…
    Mr. Jock, Maurice’s teacher this year, is concerned about Maurice.
    He’s taught in Castlegar for thirty years and never met anyone like Maurice.
    When Mr. J comes into the classroom, Maurice not only doesn’t meet his eye, he turns away in apparent contempt.
    And he’s a show-off. He asks questions—especially in science—that Mr. J can’t answer.
  • 10. And Penmanship!
    Mr. Jock has always valued tidy penmanship.
    He won’t accept any assignment unless it has clear margins and neat handwriting.
    Maurice’s work is always sloppy, so Mr. Jock fails everything he does.
    Maurice’s mom has asked if he could use a computer, but Mr. J. thinks he shouldn’t have that privilege until he learns to be neater.
  • 11. Is Maurice a Special Needs Student?
    Mr. Jock has suggested that Maurice be identified as a student with a behaviour disorder.
    There’s a special class in Nelson he could be bussed to.
    The district requires psychological testing before that designation is applied.
  • 12. Test results:
    Can’t compute full-scale IQ because there is too big a difference between Maurice’s verbal and nonverbal abilities:
    Nonverbal 120
    Psychologist also noted a significant disability in visual motor integration, but equally and more significant areas of giftendness.
  • 13. Should Maurice be in Gifted Programming?
    Psychologist urges he be in an enriched program.
    Mom agrees, and Maurice seems interested.
    Mr. Jock and Ms. Ticht, the school principal, say he can move into the program (also in Nelson), when he learns to print neatly and behave respectfully.
  • 14. Is this fair?
    Maurice is very disappointed and angry.
    He doesn’t like being required to do something he finds impossible (neat printing) as a condition of receiving an appropriate education.
    He is increasingly rude and belligerent in his classroom and openly contemptuous of Mr. Jock and Ms. Ticht.
  • 15. Maurice wants to stay home and write a novel:
    He’s started writing a play that he wants to produce at the summer camp next year.
    It’s about a brilliant eight-year old who saves the world from an invasion of ape-like creatures called Jocks…
  • 16. Gifted: a debatable term
    By Ministry of Education definition:
    A student is considered gifted when she/he possesses demonstrated or potential abilities that give evidence of exceptionally high capability with respect to intellect, creativity, or the skills associated with specific disciplines.
    Students who are giftedoften demonstrate outstanding abilities in more than one area.
    They may demonstrate extraordinary intensity of focus in their particular areas of talent or interest.
    However, they may also have accompanying disabilities and should not be expected to have strengths in all areas of intellectual functioning.
  • 17. How is a Gifted Student Identified?
    District practice varies but should include:
    Teacher observations
    Records of student achievement
    Nominations by educators, parents, peers and/or self
    Interview of parents and students
    Formal psychological assessments of cognitive ability, achievement, aptitude and creativity.
    Should be culturally neutral
  • 18. Districts vary in their supports for Gifted Students
    Special classrooms
    Pull-out programs
    Summer programs
    Enriched programs within regular classroom
    Accelerated programs—student advanced a grade
    Options other than those offered within education system
  • 19. No supplementary funding available for students within this designation.
    Failure to support may move student into behavioural/mental health category.
  • 20. What does “Giftedness” Look Like?
    Can be global—student is good at all academic subjects
    Sometimes socially very skilled, sometimes not.
    Can be specific to one area—language, math, art…
  • 21. What is Intelligence?
    Often presented as “g”—a global characteristic that describes a person’s ability to learn, remember, and use information to problem solve.
    Measured by IQ tests—
    VIQ (verbal)
    PIQ (spatial)
    Working Memory
    Speed of Processing
    Is this culturally biased?
  • 22. Gardner’s Theory of Multiple Intelligences
  • 23. Renzulli’s Three Ring Model
  • 24. Assumption
    Envision a gifted child: What race is s/he?
    What economic bracket do his/her parents fall into?
    What is his/her future like?
    Are his/her parents proud and supportive?
    Specialist teachers of gifted children are extra intelligent and skilled teachers.
    Are gifted children happy?
  • 25. The Good News about Giftedness:Students May
    Express ideas and feelings well
    Learn at a rapid pace
    Work conscientiously
    Be eager to learn, explore and seek additional information
    Develop broad knowledge
    Be sensitive to the feelings and rights of others
  • 26. Make original and stimulating contributions to discussions
    See relationships easily
    Use reading skills to obtain new information
    Require little drill for learning
    Contribute to enjoyment of life for self and others…
  • 27. The Bad News:Students May
    Be glib, making fluent statements without basis
    Dominate discussions
    Be impatient to move to next level of task
    Be nosy
    Choose reading at the expense of participation in activities
    Struggle against rules, regulations, and standardised procedures
    Become bored by repetition
    Be manipulative and sarcastic
    Lose interest quickly
    Be diagnosed as hyperactive
  • 28. Academic Intelligence
    Does not mean a student is emotionally mature
    Student may have no patience with teachers or classmates
    Student may lack awareness of his/her “gifts,” and just feel like the odd kid out.
  • 29. How to evaluate gifted students’ learning:
    Grade level learning objectives?
    IEP goals…
    Address specific areas of giftedness
    Address specific areas of interest
    Challenge student
    Need not cover all academic goals.
    Should cover adaptations if student has areas of disability as well as supporting his areas of giftedness.
  • 30. “Tiering”
    Accommodates a range of ability within a classroom, from relatively low to gifted, for example:
    History of railway in Canada (gr 7)
    Student with Intellectual Disability: visit railway station, do presentation on visit
    Regular class: track role of railway in European settlement of Western Canada
    Gifted student with interest in history: track relation of Canadian & US railways
    Gifted student with interest in art: In addition to regular class project: illustrate regular class project
    Gifted student with interest in literature: write brief short story about labourers building railway.
  • 31. Mentoring
    Community members with specific skillset can mentor gifted student
    Builds relationships
    Provides access to broader range of abilities than within education system
    Need for collaboration between mentor and school
  • 32. So Now…
    What can we do for Maurice?
    What can we do for the Jock/Ticht duo? (is this an issue? If so, why?)