5. DEFINITION OF GIFTEDNESS
1. After-the-fact Definition
-Those who consistently perform
outstandingly and achieve in a valuable area.
2. IQ Definition
-Those who score above a certain cut-off
point in an intelligence test.
6. DEFINITION OF GIFTEDNESS
3. Percentage Definition
-Those who belong to a fixed proportions that
a school or district sets.
4. Talent Definition
-Those who excel in specific aesthetics (e.g.
music, art) or academic (e.g. math, science).
7. DEFINITION OF GIFTEDNESS
5. Creativity Definition
-Those who possess superior creative
abilities are considered “gifted” or “talented”.
However, creativity as a selection criterion is
still debatable.
9. CHARACTERISTICS AND IDENTIFICATION
-have exceptional reasoning
ability
-intellectually curious
-learns quickly
-able to do abstractions
-have complex thought
processes
-shows moral concern
-passion for learning
-ability to concentrate
-thinks analytically
-creative
-has keen sense of justice
-can reflect deeply.
a. INTELLECTUAL CHARACTERISTICS
10. CHARACTERISTICS AND IDENTIFICATION
b. NON-INTELLECTUAL CHARACTERISTICS
-high levels of negative emotions
-low self-perception
-adverse interpersonal relationships
-as well as high levels of motivation, coping skills
and perseverance.
-These characteristics can be misinterpreted as
misbehaviors or may get them into trouble.
11. CHARACTERISTICS AND IDENTIFICATION
c. PERSONALITY
-they are insightful
-have strong need to
understand and to be
stimulated mentally
-perfectionist behavior
-demands for explanation as
to why things work
-sensitivity towards others
-intensity for perseverance
-acute self-awareness
-may exhibit nonconformity
-tendency to question
rules/authority and become
introvert
13. TYPES AND PROFILES
Type I: The Successful
-convergent thinker who learns easily and
excels in exams
-they possess positive self-concept but is
unaware of deficiencies
14. TYPES AND PROFILES
Type II: The Creative
-divergently gifted
-there is a tendency for one to go unidentified,
question authority, and be nonconforming
-one usually experiences self-esteem issues
(high risk for eventually dropping out from
school)
15. TYPES AND PROFILES
Type III: The Underground
-Due to social pressure, this learner may hide
giftedness in order to fit in with non-gifted
peer groups.
16. TYPES AND PROFILES
Type IV: The At-risk
-The giftedness need of this learner have not
been met.
-This could lead to symptoms of depression
and withdrawal as well as acting out.
-Develops interests that are outside of the
school’s regular curriculum and has a poor
self-concept.
17. TYPES AND PROFILES
Type V: Twice Exceptional
-Possesses giftedness at the same time as
being physically or emotionally challenge.
-It could lead to one being discouraged,
frustrated, rejected, helpless, powerless, or
isolated.
18. TYPES AND PROFILES
Type VI: The AutonomousLearner
-Adapts easily to the school system and is
able to create oneself new opportunities.
-Receive positive regard from adults and
peers, and is often put at leadership roles.
-Independent and self-directed (the end goal
of all learners)
19. IMPORTANCE
OF RECOGNIZING GIFTED LEARNERS
-When children’s gift
and talents are
identified, it helps
other people to
support children’s
learning and
development needs.
21. COMPONENTS
(DepEd Order No. 72,
s. 2009)
of the Inclusive Education
as Strategy for Increasing
Participation Rate of
Children
22. These components aim to:
-make education
available to all children
that they could receive
appropriate education
within the regular or
inclusive classroom
setting.
23. COMPONENTS OF INCLUSIVE EDUCATION
1. Child Find
❖ This involves locating learners with
disabilities, giftedness, and talents who
are not in school to be enrolled in SpEd
centers or schools nearest their homes.
24. COMPONENTS OF INCLUSIVE EDUCATION
2. Assessment
❖ This is the continuous process of
identifying the strengths and limitations
of learners with disability, giftedness
and talents with the help of existing SpEd
centers.
25. COMPONENTS OF INCLUSIVE EDUCATION
3. Program Options
❖ Schools, with or without trained SpEd
teachers, shall make education
accessible to learners with disabilities,
giftedness and talents.
26. COMPONENTS OF INCLUSIVE EDUCATION
The program options are:
a. Self-contained class for learners with
similar disabilities or conditions
b. Inclusions of or placement of learners
in general education or regular class
c. Resource room
27. COMPONENTS OF INCLUSIVE EDUCATION
4. Curriculum Modifications
❖ Using adaptations and accommodations
in classroom instructions and activities,
and delivery options.
28. COMPONENTS OF INCLUSIVE EDUCATION
5. Parental Involvement
❖ Involving parents or guardians in
observing their child's performance.
30. PROGRAM OPTIONS
1. a teacher providing additional
instructional materials to those who
finish lesson-tasks easily
2. enriching the curriculum by teacher
supplying extra time for bright students
3. part-time acceleration to a higher grade
for one or two subjects
31. PROGRAM OPTIONS
4. full-time acceleration or grade skipping
5. cluster grouping of all gifted learners at
each grade level in a single classroom for
special service
6. implementing school-wide plans to
accommodate every gifted learners in
every regular classroom
32. PROGRAM OPTIONS
7. implementing pullout programs
8. conducting part-time special gifted
classes
9. assigning full-time special gifted classes
at every grade level
10. opening special schools for the gifted and
talented learners
34. PRINCIPLES
1. Each students is different
2. Learning is more effective when
students enjoy what they do
3. Learning is more meaningful when
students learn content and process
while solving a real problem
35. PRINCIPLES
4. Major goal is promoting knowledge and
thinking skills; they construct their own
meaningfulness.
37. ENRICHMENT STRATEGIES
1. Library and Internet Research Projects
2. Scientific Research Projects
3. Art, Drama, Creative Writing, and Other
Independent Projects
4. Mentorship
5. Peer Tutoring
6. Questioning
39. GROUPING GIFTED AND TALENTED LEARNERS
Full-time Homogenous Grouping
• Special Schools for the Gifted
• Special Classes
40. GROUPING GIFTED AND TALENTED LEARNERS
Full-time Heterogeneous Grouping
• Cluster Group
• Heterogeneous Classes
• Individualized Education Plan
41. GROUPING GIFTED AND TALENTED LEARNERS
Part-time and Temporary Grouping
• Pullout Programs
• Part-time Special Classes
• Enrichment Clusters
• Special Interest Groups and Clubs
44. CURRICULUM MODIFICATION
FORMS OF DIFFERENTIATION
❑Differentiationof Content
-varying design of curriculum materials and resources
❑ Differentiationby Interest
-way to address students with varying level of motivation
and improve poor learning motivation
❑ Differentiationof Pace
-allowing students to complete core work
45. CURRICULUM MODIFICATION
FORMS OF DIFFERENTIATION
❑Differentiationof Access
-varying pathways into a specific topic
❑ Differentiationof Outcome
-allowing students present their responses in different
ways
❑ Differentiationof Curricular Sequence
-involves changing the order in which subtopics are presented
46. CURRICULUM MODIFICATION
FORMS OF DIFFERENTIATION
❑Differentiationof Structure
-varying coverage of tasks given
❑ Differentiationof Teacher Time
-varying length & intensity of attention and follow up
given to learners
❑ Differentiationof TeachingStyle
-varying ways of presenting topics
47. CURRICULUM MODIFICATION
FORMS OF DIFFERENTIATION
❑Differentiationof Level
-the same topic is studied with varying degrees of
complexity of task done
❑ Differentiationof Grouping
-using one’s knowledge of learner characteristics
48. CURRICULUM MODIFICATION
2. Tiered Instruction
❖ The process of creating the best possible
lesson and making it fit based on the
learners’ levels of readiness.
❖ A teaching method where assignments
are created with varying levels of
difficulty.
50. GIFTED WITH LEARNING DISABILITIES (GLD)
- they can excel in one subject area or skill
but not in another
- tend to be inattentive in class, have
difficulties in spelling or reading, poor
relationships with peers, and even have
low self-esteem
51. GIFTED WITH ADHD
- Attention Deficit Hyperactivity Disorder
- Learners with ADHD has difficulty with
concentration, distractibility, appearing
disorganized, forgetful since they have low
attention span, difficulty in listening,
following instructions or even just simply
staying on their seats.
52. GIFTED LEARNERS WITH AUTISM
- Learners with Autism has the extreme
ability to concentrate,poor social skills,
and extraordinary visual talent
