Gifted and Talented Students
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Gifted and Talented Students






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Gifted and Talented Students Gifted and Talented Students Presentation Transcript

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