Gifted and Talented Students


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Gifted and Talented Students

  1. 1. Gifted and Talented Students<br />Emma Gordon and Claire Powell<br />February 17th, 2011<br />
  2. 2. Background Information <br />“Gifted and Talented” is hard to define<br />The meaning of “Gifted” has changed over time<br />Terms such as “talented” and “creative” differentiate between subgroups of gifted students<br />Various provinces have their own interpretation of the term<br />Approx. 2% of students in schools may be gifted, although it is difficult to determine the precise percentage<br />Cause of giftedness results from a combination of nature vs. nurture<br />
  3. 3. Indicators of Giftedness<br />Academics<br />Superior performance<br />Poor achievement due to boredom<br />Finished work ahead of everyone else<br />Anxiety<br />Disruptive behaviour<br />“Paradoxical negative effect of certain positive behaviours displayed by students who are gifted" (Smith et al., 253)<br />Boredom<br />Depression<br />Perfectionism<br />Problem solving – highly developed problem solving skills<br />Social – may be isolated from peers<br />Speech – advanced use of vocabulary<br />
  4. 4. Gardner and Renzulli<br />Students will not have strengths in all possible ability areas<br />Gardner’s Theory of Multiple Intelligences and Renzulli’s Three-Ring Concept of Giftedness are used regularly to help classify students as gifted<br />These models help teachers understand the potential and ability that any student may have in any area<br />
  5. 5. Gardner’s Multiple Intelligences <br />Linguistic<br />Musical<br />Logical/Mathematical<br />Spatial<br />Bodily/Kinesthetic<br />Intrapersonal Intelligence<br />Interpersonal Intelligence<br />> Performance within each ability is developmental<br />> The rate of growth will differ in each area<br />> Gifted students may be learning at different speeds in a variety of multiple intelligence areas<br />
  6. 6. Renzulli’s Three-RingConcept of Giftedness<br />3 factors of giftedness<br />Above Average Ability – difference between general and specific abilities <br />Task Commitment – motivation turned into action<br />Creativity – originality and fluidity of thoughts<br />
  7. 7. Renzullian Characteristics of Giftedness<br /><ul><li> Good memory
  8. 8. Learns very quickly and easily
  9. 9. Large fund of information
  10. 10. Generalizes skilfully
  11. 11. Comprehends new ideas easily
  12. 12. Perceives similarities, differences, relationships
  13. 13. Makes judgments and decisions
  14. 14. Sets own goals, standards
  15. 15. Intense involvement in preferred problems and tasks
  16. 16. Enthusiastic about interests and activities
  17. 17. Needs little external motivation when pursuing tasks
  18. 18. Prefers to concentrate on own interest and projects
  19. 19. Perseveres; does not give up easily when working
  20. 20. Completes, shares products
  21. 21. Eager for new projects and challenges
  22. 22. Assumes responsibility
  23. 23. Questioning; very curious about many topics
  24. 24. Offers unique or unusual ideas
  25. 25. Adds details; makes ideas more interesting
  26. 26. Transforms or combines ideas
  27. 27. Sees implications or consequences easily
  28. 28. Risk-taker; speculates
  29. 29. Feels free to disagree
  30. 30. Finds subtle humour, paradox or discrepancies </li></li></ul><li>Recognizing and Identifying<br />Teachers are often the first to recognize that a student may be gifted, so they need to be aware of the assessment process<br />Recognizing may include:<br />Formal test results<br />Teacher observations<br />Records of student achievement <br />Nominations<br />Interviews<br />Portfolio assessment <br />
  31. 31. Cultural Diversity Considerations<br /> Too often, students from minority cultural groups are not identified as being gifted<br /> Problems that may indicate a learning disability may be masking an exceptional talent<br /> Four major needs for culturally different students<br />1. Non-traditional measures for identification<br />2. Recognition of cultural attributes and factors in deciding on identifying procedures<br />3. A focus on strengths in non-academic areas<br />4. Programs that capitalize on non-cognitive skills that enhance motivation<br />Once identified, gifted programming must be sensitive to culturally diverse students’ needs<br />
  32. 32. Supporting Gifted Students in a General Classroom<br />Gifted students may be in any of three types of schools<br />1. Gifted exclusive<br />2. Pull-out programs in a regular school<br />3. In a general classroom in a regular school <br />Gifted students must be motivated in order to reach their full potential<br />Teachers must differentiate or adapt their instruction – different lesson plans, worksheets, rubrics, etc.<br />Potential parental problems<br />Acceleration<br />The practice of placing students at a higher than normal level of instruction to meet their learning need<br />For example: skipping grades, graduating early, taking higher grade level courses<br />
  33. 33. Supporting Gifted Students in a General Classroom Cntd.<br />Strategies to motivate and include gifted students<br />Allow them to use their gift<br />Act as a tutor for other students<br />Incorporate opportunities for creativity in assignments<br />Provide lessons geared toward real-life assignments<br />Focus on higher levels of Bloom’s taxonomy of learning when creating activities for gifted students <br />Enrichment - distance courses, summer programs, Advanced Placement and International Baccalaureate courses, and using higher level texts <br />Importance of student-teacher relationships <br />Involve the student in their own assessment, as well as planning their own learning and outlining achievements<br />Adapting the curriculum may be very time-consuming for teachers, but it will be worth it!<br />
  34. 34. References <br />Smith, Tom et al. Teaching Students with Special Needs in Inclusive Settings. 2nd ed. Toronto: Pearson Education Canada Inc., 2006. 247-276. Print. <br />Symons, Cameron. The Exceptional Teachers’ Casebook. Brandon: Brandon University Faculty of Education Professional Development Unit, 2010. 111-113. Print. <br />BC Ministry of Education- Gifted Education- A Resource Guide for Teachers.<br />Renzulli’s Three-Ring Conception of Giftedness.<br />