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Who are gifted and talented students and are they always successful?

Who are gifted and talented students and are they always successful?

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Student Success Pp Student Success Pp Presentation Transcript

  • Who are the Gifted and talented students, and are they always successful?
    • There are different profiles of gifted and talented learners
    • Giftedness involves more than just high IQ scores
    • Gifted and talented learners do not always succeed at school
    • 1. The High Achiever
    • 2. The Challenger (usually creative)
    • 3. The Underground student (who tries to hide their giftedness)
    • 4. The Dropout (the classic underachiever)
    • 5. The Double Labelled (physical, emotional or learning difficulty)
    • 6. The Autonomous learner
    • Definition of giftedness
    • When is gifted, ‘Gifted’? - Arbitrariness of selection criteria
    • 'Gifted' generally refers to the top 5% of the school population in academic subjects and 'talented' to the top 5% in other subjects. (National Literacy Trust, 2009)
    • Multiple intelligence theory versus traditional IQ definition
    • Impact on students
    • Research findings overwhelmingly suggest that homogeneous grouping DOES NOT consistently help anyone learn more or better (Massachusetts Advocacy Centre, 1990; Thousand, Villa & Nevin cited in Sapon-Shevin, 2002, p. 38)
    • Organising children into high, average and low ability groups actually creates differences in what children learn by exposing them to different kinds of material. (Sapon-Shevin, 2002, p. 38-39)
    • ‘ gifted students often resist doing their assigned work because it does not provide the challenge and sense of accomplishment of meeting that challenge, that would keep them motivated to work’.
    • (AHISA, 2001)
    • Questioning
    • Explicit modelling
    • Feedback
    • Cooperative learning
    • Alternative assessments
    • Pre-testing
    • Posing opened ended questions that require higher thinking.
    • Modelling thinking strategies, such as decision making and evaluation.
    • Accepting ideas from students and expanding them.
    • Facilitating original and independent problems and solutions.
    • Helping students identify rules, principles and relationships.
    • Taking time to explain your errors
    • Gifted children are those who do things a little earlier, a little faster, a little better and probably a little differently from most other children (Education Queensland, 1993)
    • Association of Heads of Independent Schools in Australia. (2001). Submission to the Senate Inquiry into the Education of Gifted and Talented Children. [electronic resource]. Retrieved July 31, 2009 from www.aph.gov.au/senate/Committee/eet_ctte/.../gifted/.../sub034.doc
    • Bevan-Brown,
    • Education Queensland. (2004). Framework for Gifted Education. [electronic resource]. Retrieved July 26, 2009 from education.qld.gov.au/publication/production/.../giftedandtalfwrk.pdf
    • Education Queensland. (2007). Gifted and Talented Students - Action plan 2008-2010. [electronic resource]. Retrieved July 26, 2009 from education.qld.gov.au/publication/.../giftedandtal-actionplan.pdf
    • Johnson and Ryser,
    • Meisenberg, G. (2003) IQ Population Genetics: It’s not as simple as you think. [electronic resource] Retrieved August 2, 2009 from http://www.mankindquarterly.org/winter2003_meisenberg.pdf
    • National Literacy Trust Website. (2009). http://www.literacytrust.org.uk/database/able.html
    • Sapon-Shevin, M. (1999.) Because we can change the world: a practical guide to building cooperative, inclusive classroom communities. Boston: Allyn & Bacon
    • Vasilevska, 2003