The document discusses gifted and talented students. It defines gifted students as those who excel academically and talented students as those who excel in visual-spatial or practical skills like art, dance, drama, music, and sports. It notes that giftedness can be identified through IQ tests, achievement tests, teacher and parent nominations, and evaluating student work. The document recommends that education for gifted students include a specialized curriculum, instruction tailored to their learning styles, and opportunities for grouping and acceleration. It also discusses underrepresentation of gifted minority students and the need to challenge gifted learners.

1. Gifted & Talented Students
Jeremy Litton

2.  Those who excel in academic disciplines are termed ‘gifted’
 Those who excel in areas requiring visio-spatial skills or
practical abilities are ‘talented’: Art, Dance, Drama, Music,
Sports.
 Terminology of gifted
Precocity Insight Genius
Creativity Talent Giftedness

3. Capable Inquisitive Able Challenging
Excited Learner Innovator Motivated Creative
Leader Risk Taker Independent Potential
Fast Learner Bright Accelerated Learner Insightful
Achieve Outstanding Advanced Spontaneous

4.  Genetic and other biological factors
 Neurological functioning
 Nutrition
 Social factors
 Family
 School
 Peer group
 Community

5.  It is assumed that 3-5% of the U.S. school
population is Gifted or Talented
There is a significant difference between a bright child and a gifted learner

6. Families of highly successful people
 Teaching was informal in many settings
 Family interacted with tutor/mentor
 Parents observed practice, instructed,
rewarded
 Parents sought special instruction
 Encouraged participation in events

7.  Commonly used methods
 IQ tests
 Standardized achievement test scores
 Teacher or parent nominations
 Peer or self nominations
 Evaluation of work or performances

8.  Each viewed as individual
 Multiple-measure/multiple-criteria
approach
 Appreciation for value of case studies and
limitations of scores
 Identification and placement based on
individual needs and abilities

9.  Psychological and behavioral
characteristics
 Stereotypes
• Physically weak, socially inept, narrow in interest,
prone to emotional instability
• Superior intelligence, physique, social
attractiveness, achievement, emotional stability,
and moral character
• Misconception that genius predisposes people to
mental illness
 Achievement variability
 Social/emotional variability

11.  Underachievers
 Students low in socioeconomic status and
in remote areas
 Students from cultural- or ethnic-minority
groups
 Students with disabilities
 Females

12. Education should have three
characteristics:
 Curriculum designed to accommodate
advanced skills
 Instructional strategies consistent with
learning style
 Arrangements facilitating grouping
Acceleration
Enrichment

13.  Stimulating questioning
 Challenging tasks
 An element of risk
 Opportunity to question accepted theory
 A chance to break the rules.
 Exposure to experts

14. Planning for gifted learners
 Add breadth: enrichment through a broader
range of texts and tasks
 Give depth: extension through more detail and
complexity
 Accelerate the pace of learning: tackling
objectives earlier
 Promote independence
 Support reflection and self-evaluation

15.  Differentiated Fonts
 Slide Transitions
 Using background image for title slide
 Text Animation
 Unified Theme
 Background Image slide 1
 In-Slide Video- slide 10
 Side Images Slides 3, 11
 “Star Trek” Computer sounds on slide 1,3 , & 14-15

16. Works Cited
 Hallahan, D. P., Kauffman, J. M., & Pullen, P. C. (2012). exceptional
learners: An introduction to special education. (12 ed.). Upper
Saddle River, J. Pearson Education.
 National association for gifted children: frequently asked questions.
(2008, November 06). Retrieved from
http://www.nagc.org/index2.aspx?id=548