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How we define, identify, and service gt students

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Transcript of "How we define, identify, and service gt students"

  1. 1. how we define, identify, and service gifted students
  2. 2.  Some professionals define "gifted" as:  an IQ score above 130,  two or more standard deviations above the norm,  or the top 2.5%.  Others define "gifted" based on scholastic achievement:  student works 2 or more grade levels above his or her age.  Still others see giftedness as prodigious accomplishment:  adult-level work while chronologically a child.
  3. 3.  Giftedness is asynchronous development in which advanced cognitive abilities and heightened intensity combine to create experiences and awareness that are qualitatively different from the norm. This asynchrony increases with higher intellectual capacity. The uniqueness of the gifted renders them particularly vulnerable and requires modifications in parenting, teaching, and counseling in order to develop optimally. (Columbus Group, 1991)
  4. 4.  Gifted students show evidence of high performance capability in intellectual, creative, artistic, leadership, or specific academic areas and who need services or activities not ordinarily provided in a regular school program in order to fully develop such capabilities (from s. 118.35(1), Wis. Stats.).
  5. 5.  Standardized test data (not a big part)  IQ testing (cannot be the only factor)  Nominations  Rating Scales or inventories (Renzulli)  Products/Portfolios (especially creativity or leadership)
  6. 6.  A systematic and continuous set of instructional activities or learning experiences which expand the development of the pupils identified as gifted and talented (from PI 8.01(2)(t), Wis. Admin. Code).
  7. 7.  Gifted children are children first.  The success of the gifted and talented child is the     responsibility of everyone; parents, students, and teachers. We encourage excellence not perfection. Attitude is just as important as aptitude in determining success. Being gifted does not preclude hard work. Work tells the world who we are. It should be done with pride. Every child deserves the challenge to learn something new each day.
  8. 8.  Parent or Teacher Nomination  N:N-drive (each folder has 5GB max)PegasusCopy of PEGASUS NOMINATION BY TEACHER.docx  N:N-drive (each folder has 5GB max)PegasusCopy of PARENT NOMINATION FORM.docx  N:N-drive (each folder has 5GB max)PegasusCopy of permission to test for GT.doc
  9. 9.  Slosson Intelligence Test  Basic IQ test  Raven’s Matrices  Nonverbal reasoning  Sages-2  Language Arts/Social Studies  Math/Science  Nonverbal reasoning  Torrance Test of Creativity  Thinking with words  Thinking with pictures  Renzulli Scales  Behavioral characteristics of superior students
  10. 10.  Asynchronous development is the hallmark of giftedness.  The more extreme the intellectual advancement is; the more extreme is the asynchrony.  Like putting a jet engine in a car.
  11. 11.  Is interested  Is highly curious  Works hard  Plays around  6-8 repetitions  1-2 repetitions  Enjoys peers  Enjoys adults  Enjoys school  Enjoys learning  Top group  Group?  Learns with ease  Already knows
  12. 12.  120’s – bright  130’s – mild  140’s – moderate  150’s – highly  160’s + - exceptionally  180’s+ - profoundly
  13. 13.  Mildly 1:40  Moderately 1:1,000  Highly 1:10,000  Exceptionally 1:1,000,000  *Profoundly fewer than 1:1,000,000 Parents of these children have more in common with special ed. parents *Will need lifelong counseling.
  14. 14. In Addition to Regular Work Intense Interventions Extra Tier 2 Help District Curriculum High-Quality Standards Based Instruction “All” students experience differentiated lessons RtI Robinson and Kueht 2008 Instead of Regular Work Extend Lessons Intense Interventions
  15. 15. Research-Based Strategies Classroom Based Pre-Assessment Questioning Techniques Creative Thinking Critical Thinking Flexible Grouping Problem-Based Learning Inquiry Models Curriculum Compacting Independent Contracts School/District Based Cluster Grouping Pull-Out/Pull-In Purchased Services Subject Acceleration Grade Acceleration Mentoring Internships Increasing Intensity
  16. 16.  Provisions for acceleration and compression of        content Use of higher order thinking skills Integration of content by key ideas, themes Advanced reading level materials Opportunities to develop advanced products Independent learning based on capacity and interest Inquiry-based instructional techniques Problem-based learning
  17. 17.  http://www.hoagiesgifted.org/gifted_101.htm  http://www.hoagiesgifted.org/defining_moment.htm  http://cal.dpi.wi.gov/cal_gift-law  http://cal.dpi.wi.gov/cal_rti-gifted
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