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Identifying Gifted and Talented Students


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Confratute 2011
Identifying Gifted and Talented Students

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Identifying Gifted and Talented Students

  1. 1. IdentifyingGifted and Talented Students<br />Angela M. Housand<br />University of North Carolina, Wilmington<br />Confratute – University of Connecticut<br />
  2. 2. &<br /><br />
  3. 3. Understand the unique behaviors that characterize giftedness<br />Specific resources and examples for your use and adaptation<br />An easy to follow 6-step strategy for identifying students for talent development<br />Why This Strand?<br />
  4. 4. Topics for the Week<br />Day 1: Definitions of Giftedness<br />Gifted Behaviors<br />Day 2: Placing Student in a Program<br /> Testing for Placement<br />Day 3: Nominations and<br />Alternative Pathways<br />Day 4: Special Placements & Closure<br />
  5. 5. P<br />Louisa May Alcott<br />was told by an editor that she would never write anything popular. <br />Little Women<br />is considered one of the the best American children’s books of the past 200 years.<br />
  6. 6. This person had a stormy and emotionally traumatic childhood. She was considered an odd-ball by many of her playmates. Even her family provided her with very little encouragement and support. For many years she lived in fantasy as the mistress of her alcoholic father’s household. <br />
  7. 7. Eleanor Roosevelt<br />
  8. 8. You must do the thing you think you cannot do.<br />-Eleanor Roosevelt<br />
  9. 9. This person was four years old before he could speak and seven before he could read: He was considered dull by both his parents and his teachers. <br />
  10. 10. Albert Einstein<br />Above average intelligence<br />(Cox, 1926; Reis, 1995; Walberg et. al., 1981; Walberg & Paik, 2005)<br />Image:<br />
  11. 11. P<br />This man was fired by a newspaper editor because he didn’t have enough good ideas. <br />
  12. 12. P<br />Walt Disney<br />This man was fired by a newspaper editor because he didn’t have enough good ideas. <br />
  13. 13. As a child this person was hyperactive, had a speech defect, was prone to constant colds, had poor peer relationships, and frequently failed in school. It took him three years to complete the first grade. His father soon decided the boy needed more discipline and suggested military school. Before being admitted, however, he failed the entrance examination three times. A teacher once called him the naughtiest small boy in England. <br />
  14. 14. WinstonChurchill<br /> Superior capacity for communication<br /> Well-rounded<br /> Broad interests<br />(Reis, 1995, 1998, 2005; Van-Tassel Baska 1989; Walberg et. al., 1981; Walberg & Paik, 2005) Image:<br />
  15. 15. Where would you start?<br />
  16. 16. Definition<br />There is no universally accepted definition for gifted, talented, or giftedness<br />
  17. 17. Definition<br />The particular definition adopted by a school district will:<br />Guide the identification process<br />Consequently determine who is selected for services<br />
  18. 18. 3 Ring Conception of Giftedness<br />
  19. 19. Gagné’s DMGT Model<br />Differentiated Model of Giftedness and Talent<br />Distinguishes between “gifts” and “talents”<br />Gifts:<br />General aptitudes<br />Untrained natural ability<br />Talents:<br />Specific skills<br />Learned capabilities<br />
  20. 20. Taylor’s Multiple Talent Totem Poles<br />
  21. 21. Multiple Talent Totem Poles (1984)<br />Academic<br />Productive Thinking<br />Communicating<br />Forecasting<br />Decision Making<br />Planning (Designing)<br />Implementing<br />Human Relations<br />Discerning Opportunities<br />
  22. 22. Gardner’s Multiple Intelligences<br />Linguistic<br />Logical-Mathematical<br />Spatial<br />Musical<br />Bodily-kinesthetic<br />Interpersonal<br />Intrapersonal<br />Naturalist<br />
  23. 23. Sternberg’s Triarchic Theory<br />Analytical Giftedness<br />Synthetic Giftedness<br />Creativity<br />Insightfulness<br />Intuition<br />Ability to cope with novelty<br />Practical Giftedness<br />Apply first two in pragmatic situations<br />Wisdom – concerns about needs and welfare of others<br />
  24. 24. U.S. D.O.E Definition<br /> Children and youth with outstanding talent perform or show the potential for performing at remarkably high levels of accomplishment when compared with others of their age, experience, or environment. These children and youth exhibit high performance capability in intellectual, creative, and/or artistic areas, possess an unusual leadership capacity, or excel in specific academic fields. They require services of activities not ordinarily provided by the schools. Outstanding talents are present in children and youth from all cultural groups, across all economic strata, and in all areas of human endeavor (Department of Education, 1993).<br />
  25. 25. NAGC State of the States<br />In the U.S: Program and Service for gifted learners made at the state and local levels<br />Gifted By State<br />
  26. 26. State Definitions<br />Davidson Institute for Talent Development<br />Missouri<br />Kansas<br />California<br />Connecticut<br />North Carolina<br />
  27. 27. State Definitions<br />Why do you think CA provides the districts with choices for identification categories?<br />
  28. 28. Definition<br />DANGER!<br />If a definition to narrow, identification methods may discriminate against low SES, minority, disabled, underachieving, and females<br />
  29. 29. 3 Ring Conception of Giftedness<br />
  30. 30.
  31. 31. Characteristics<br />
  32. 32. Characteristics<br />Behaviors<br />
  33. 33. T<br />I<br />C<br />U<br />C<br />A<br />P<br />Gifted Behaviors NOT Gifted People!<br />
  34. 34. Gifted Artist<br />Talented Mathematician<br />Use “defining” terms as adjectives:<br />Talented Musician<br />Gifted Writer<br />
  35. 35. Personality FactorsInfluencing Gifted Behavior<br />Charm/Charisma<br />Need for Achievement<br />Ego Strength<br />Energy<br />Sense of Destiny<br />Perception of Self, Self-Efficacy<br />Courage<br />Character<br />Intuition<br />Personal Attractiveness<br />
  36. 36. Environmental FactorsInfluencing Gifted Behavior<br />SES<br />Parental Personalities<br />Education of Parents<br />Stimulation of Childhood Interests<br />Family Position<br />Formal Education<br />Role Model Availability<br />Physical Illness and/or Well Being<br />Chance Factors<br />Zeitgeist<br />
  37. 37. School House Giftedness<br />Creative Giftedness<br />
  38. 38. Teacher Pleaser<br />Evil Genius<br />
  39. 39. Characteristics: Seeing<br />Unusual alertness<br />Joy in learning<br />Keen observation<br />Sees “Big Picture”<br />Makes connections<br />Intense focus<br />Curious<br />
  40. 40. Characteristics: Speed<br />Early and rapid learning<br />Rapid language development<br />Metacognitively efficient<br />
  41. 41. Superior ≠<br />
  42. 42. Superior =<br />
  43. 43. Characteristics: Differences<br />Superior language<br />Verbal fluency<br />Large vocabulary<br />Superior analytical and reasoning ability<br />High-capacity memory<br />Goes beyond what is sought<br />Abstract, complex, and insightful thinking<br />
  44. 44. Creatively Gifted<br />Independent<br />High energy<br />Curious<br />Sense of humor<br />Open-minded<br />Need for privacy and alone time<br />
  45. 45. Creatively Gifted<br />Aware of their own creativeness<br />Originality in thought and action<br />Attracted to complexity and novelty<br />Artistic tendencies<br />Willing to take risks<br />Perceptive<br />
  46. 46. Characteristic ofEminent Adults<br /> Creative<br /> Imaginative<br /> Innovative<br /> A Sense of Destiny<br />
  47. 47. And the not so good…<br />Impulsive<br />Egotistical<br />Argumentative<br />Rebellious<br />Uncooperative<br />Stubborn<br />Childish<br />Absentminded<br />Neurotic<br />Temperamental<br />Capricious<br />Careless<br />Disorganized<br />Demanding<br />Indifferent to Conventions<br />
  48. 48. Characteristics: Negative<br />Uneven mental development<br />Interpersonal difficulties<br />Underachievement<br />
  49. 49. Asynchronous Development<br />Uneven intellectual, physical, and emotional development.<br />
  50. 50. Asynchronous Development<br />Cognitively understand advanced concepts (like mortality) but lack emotional maturity to cope with knowledge<br />Perceived as older due to cognitive ability, but lack behavioral maturity<br />
  51. 51. Your Mission…<br />
  52. 52. Your Mission…<br /><ul><li>Does your state have a definition of gifted/talented?
  53. 53. Is your district required to follow the state definition?
  54. 54. What are the identification guidelines for your district? Are the guidelines provided by the state?</li></li></ul><li>Topics for the Week<br />Tomorrow: <br /> Placing Student in a Program<br /> Testing for Placement<br />Day 3: Nominations and<br />Alternative Pathways<br />Day 4: Special Placements & Closure<br />
  55. 55.
  56. 56. Average RankingSam EdderMary Hall Bill RidellElaine Hawkins Albert Wright Sarah Lang Mike Grost<br />
  57. 57.
  58. 58. Sam Edder= Albert Einstein<br />
  59. 59.
  60. 60. Mary Hall = Eleanor Roosevelt<br />
  61. 61.
  62. 62. Bill Ridell= Thomas Edison<br />
  63. 63.
  64. 64. Elaine Hawkins = Isadora Duncan<br />
  65. 65.
  66. 66. Albert Wright<br />= <br />Abraham Lincoln<br />
  67. 67.
  68. 68. A Terman Study Participant<br />IQ = 180+ <br /> Kindergarten Teacher<br />Sarah Lang = Sarah Lang<br />
  69. 69.
  70. 70. Mike Grost = Mike Grost<br />
  71. 71. Identification Considerations<br />There is no perfect identification system!<br />Match identification procedures to the services provided<br />
  72. 72. Identification Considerations<br />High performance vs. high potential<br />May require different kinds of programming options<br />Establish localnorms using <br />Grade level<br />Similarity of learning opportunities<br />Background characteristics<br />
  73. 73. Identification Considerations<br />Avoid designations or “rubber stamp”<br />Identification procedures select students who would benefit from supplementary services<br />Label the services, not the students<br />
  74. 74. Identification Procedures Answer<br />Who are the gifted and talented students?<br />Why are we striving to identify them?<br />How do we find them?<br />
  75. 75. Identification Procedures Answer<br />What are the most appropriate tools for identifying students’ gifts and talents?<br />How are data from various tools analyzed and interpreted?<br />Who is responsible for identifying students’ gifts and talents?<br />
  76. 76. Identification Procedures Should:<br />Be provided in multiple languages<br />reflect the dominant student and parent populations<br />Reflect the student population and demographics of the district<br />
  77. 77. Identification Procedures Should:<br />Reflect students’ needs<br />Be defensible and inclusive<br />Include students<br />with disabilities<br />who are English language learners<br />economically disadvantaged <br />
  78. 78. Identification Procedures Should:<br />Be flexible<br />Be communicated<br />teachers<br />parents<br />administrators<br />students <br />Be updated at regular intervals to reflect changing demographics<br />
  79. 79. 3 Things to Avoid<br />Pitting parents of advantaged children against parents of disadvantaged children<br />Leading people to believe that any one instrument is the answer to identification<br />Proliferating the amount of paperwork<br />
  80. 80. Don’t go! I’m sure page 3 of Billy’s Gifted Matrix Checklist No. 5.3 (a) is in here somewhere.<br />
  81. 81. Renzulli’sIdentification System<br />Based on the 3-Ring Conception of Giftedness & The Enrichment Triad Model<br />Strives for equity, excellence, and economy<br />Designed to be flexible<br />Based on research into the behavioral characteristics of highly creative & productive people<br />
  82. 82. The 3 Goals ofRenzulli’s Identification System<br />#1<br />Develop creativity and/or task commitment in students who may come to an educator’s attention through alternate means of identification.<br />
  83. 83. The 3 Goals ofRenzulli’s Identification System<br />#2<br />Provide learning experiences and support systems that promote interaction of creativity, task commitment, and above average achievement.<br /> (Bringing the “rings together!)<br />
  84. 84. The 3 Goals ofRenzulli’s Identification System<br />#3<br />Provide opportunities, resources, and encouragement for the development and application of gifted behaviors.<br />
  85. 85. Internal Consistency<br />Develop criteria foridentificationthat matches the program!<br />
  86. 86. Internal Consistency<br />Abilities and Interests of Students <br />Services and Programs Provided<br />Identification of interests and needs<br />Characteristics of Students<br />
  87. 87. Test Score Criteria<br /> [Approximately 50% of <br />The Talent Pool] <br />Total Talent Pool Consists of Approximately 15% of the General Population<br />99th<br />%ile<br />Test Score<br />Nominations<br />[Automatic, and Based on <br />Local Norms]<br />Step 1<br />92nd<br />%ile<br />Non-Test Criteria<br /> [Approximately 50% of <br />The Talent Pool] <br />Teacher Nominations<br />[Automatic Except in Cases of Teachers <br />Who Are Over or Under Nominators]<br />Step 2<br />Step 3<br />Alternative Pathways<br />Case Study<br /> Special Nominations<br />Step 4<br />Case Study<br />Notification of Parents<br />Step 5<br /> Action Information Nominations<br />Step 6<br />Renzulli Identification System<br />
  88. 88. Step 1: Test Score Nomination<br />Achievement Testing<br />And<br />I.Q. Testing<br />
  89. 89. Achievement Tests<br />Iowa Tests of Basic Skills<br />Riverside Publishing Company<br /><br />Measures students’ academic skills in several content areas: reading, mathematics, social studies, science, and information sources<br />
  90. 90. Achievement Tests<br />Metropolitan Achievement Test<br />Harcourt Brace Educational Measurement<br /><br />Focuses on reading, mathematics, language, writing, science, and social studies<br />
  91. 91. Achievement Tests<br />Stanford Achievement Test<br />Harcourt Brace Educational Measurement<br /><br />Assesses reading, mathematics, language, spelling, study skills, science, social studies, and listening<br />
  92. 92. Aptitude<br />Achievement<br />
  93. 93. Something accomplished…<br />Achievement<br />
  94. 94. Aptitude<br />A readiness to learn or to perform well in a particular situation; requires a match between the situation demands and what the person brings to it.<br />
  95. 95. Intelligence/Ability Tests<br />Cognitive Abilities Test Form 6 (CogAT)<br />Riverside Publishing<br /><br />Measures both general and specific reasoning abilities in three areas: verbal, quantitative, and nonverbal<br />
  96. 96. Intelligence/Ability Tests<br />Naglieri Nonverbal Ability Test<br />Harcourt Brace Educational Measurement<br /><br />Measures nonverbal reasoning and problem-solving abilities. Reading and math skills are not required to respond to each set of patterns.<br />
  97. 97. Intelligence/Ability Tests<br />Otis-Lennon School Ability Test<br />Harcourt Brace Educational Measurement<br /><br />Measures reasoning skills, including verbal comprehension, verbal reasoning, pictorial reasoning, figural reasoning, and quantitative reasoning.<br />
  98. 98. Intelligence/Ability Tests<br />Cornell Critical Thinking Tests<br />Critical Thinking Books & Software<br /><br />Measures students’ ability to think critically when analyzing premises and conclusions, judge the reliability of information, and identify assumptions.<br />
  99. 99. Intelligence/Ability Tests<br />Kuhlmann-Anderson Tests<br />Scholastic Testing Service<br /><br />Assesses verbal and nonverbal abilities. Measures academic potential or school learning ability.<br />
  100. 100. Intelligence/Ability Tests<br />Universal Nonverbal Intelligence Test (UNIT)<br />Riverside Publishing<br /><br />Assessment of general intelligence, measured nonverbally.<br />
  101. 101. Intelligence/Ability Tests<br />Stanford-Binet, Fifth Edition<br />Riverside Publishing<br /><br />Measures fluid reasoning, knowledge, quantitative reasoning, visual-spatial processing, working memory.<br />
  102. 102. Intelligence/Ability Tests<br />Wechsler Nonverbal Scale of Ability<br />Pearson<br /><br />Measure of ability; especially designed for culturally and linguistically diverse groups.<br />
  103. 103.
  104. 104. Multiple Norm Groups<br />Put data in spreadsheet<br />Include an “opportunity-to-learn” index<br />(e.g. ELL status)<br />Sort data by percentile rank or SAS<br />Provides Local Rank<br />
  105. 105. Multiple Norm Groups<br />Sort data again by “opportunity-to-learn” then percentile rank or SAS<br />Provides list divided into two groups<br />Identifies most talented ELL students and most talented native-speaking students<br />
  106. 106. Multiple Score Review<br />Avoid using composite scores – look at subtests individually<br />Review the appropriate information<br />Do not compare score with average children<br />Look at the discrepancy between strengths and weaknesses<br />
  107. 107.
  108. 108. Multiple-Criteria Eligibility<br />1997 to 2005 Gifted Program <br />African-American: 200% increase<br />Hispanic: 570% increase<br />2002 to 2006 Advanced Placement Courses<br />African-American: 71% increase<br />Hispanic: 180% increase<br />
  109. 109. Topics for the Week<br />Tomorrow: <br />Nominations and<br />Alternative Pathways<br />Day 4: Special Placements & Closure<br />
  110. 110.
  111. 111. Step 2: Teacher Nomination<br />All Teachers need to be informed<br />Procedures for nomination<br />Students who have gained access through test scores<br />AVOID NEEDLESS PAPERWORK!<br />
  112. 112. Step 2: Teacher Nomination<br />Allows identification of students who exhibit behaviors not determined by tests<br />High levels of creativity<br />Task commitment<br />Unusual or intense interests<br />Unusual talents<br />
  113. 113. Step 2: Teacher Nomination<br />Acceptance equal to test scores with one exception…<br />
  114. 114. Step 2: Teacher Nomination<br />Acceptance equal to test scores with one exception…<br /> Teachers who over-identify<br />
  115. 115. Teacher Rating Scales<br />GATES<br />Gifted and Talented Evaluation Scales<br />Pro-ed<br /><br /><ul><li>Teachers rate intellectual ability academic skills, creativity, leadership, and artistic talent</li></li></ul><li>Teacher Rating Scales<br />GRS<br />Gifted Rating Scales<br />Pearson<br /><br /><ul><li>Teachers rate intellectual ability academic skills, motivation, creativity, leadership, and artistic talent</li></li></ul><li>Teacher Rating Scales<br />Tracking Talents<br />Prufrock Press<br /><br /><ul><li>Used to screen and identify multiple talents: cognitive abilities, academic talents, social & physical abilities, and technological & artistic talents through peer, teacher, and self-nomination.</li></li></ul><li>Teacher Rating Scales<br />CAB<br />Clinical Assessment of Behavior<br />PAR<br /><br /><ul><li>Assesses teachers’ and parents’ perceptions of students’ behavioral functioning including important behaviors associated with giftedness.</li></li></ul><li>Teacher Rating Scales<br />SRBCSS<br />Scales for Rating the Behavioral Characteristics of Superior Students<br />Creative Learning Press<br /><br /><ul><li>Teachers assess students on 10 dimensions: learning, motivation, creativity, leadership, art, music, dramatics, planning, communication (precision), and communication (expressiveness)</li></li></ul><li>Step 3: Alternate Pathways<br />Defined locally<br />Allows program to reflect<br />Needs of student population<br />Demographics of district population<br />Allows for non-traditional students to receive services<br />
  116. 116. Step 3: Alternate Pathways<br />Examples<br />Self-nomination<br />Parent nomination<br />Peer nomination<br />Tests of Creativity<br />Product evaluation<br />
  117. 117. Step 3: Alternate Pathways<br />Leads to initial consideration by a screening committee<br />NOT AUTOMATIC!<br />
  118. 118. Step 3: Alternate Pathways<br />Screening evaluation based on:<br />Previous school records<br />Interviews with students, teachers, & parents<br />Administered individual assessments recommended by committee<br />Placed in program on trial basis.<br />
  119. 119.
  120. 120.
  121. 121. Creative Thinking Skills<br />Torrance Tests of Creative Thinking<br />Scholastic Testing<br /><br />Figural and Verbal tests assess fluency, flexibility, and originality. The figural test also assesses elaboration.<br />
  122. 122. Creative Thinking Skills<br />Group Inventory for Finding Creative Talent<br />Educational Assessment Service<br /><br />Focuses on creativity via imagination, independence, and multiple interests.<br />
  123. 123. Why Creative Thinking Skills Assessments?<br />Intelligence measures are predictive of academic or school success.<br />Creativity measures are predictive of creative activities and accomplishments later in life.<br />Better predictor of future success.<br />
  124. 124. Talent Hidden by Underachievement<br />Low self-esteem or Low self-efficacy<br />Feelings of pessimism<br />Anxious, impulsive, or inattentive<br />Aggressive, hostile<br />Depressed<br />Socially immature<br />
  125. 125. Talent Hidden by Underachievement<br />Lack goal-directed behavior<br />Poor coping skills<br />Poor self-regulation<br />Defense mechanisms<br />
  126. 126. Not all bad…<br /><ul><li>Demonstrate honesty and integrity when rejecting inappropriate school work
  127. 127. Intense outside interests
  128. 128. Creative</li></li></ul><li>What about these characteristics?<br />Inability to master certain academic skills<br />Lack of motivation<br />Disruptive classroom behavior<br />Failure to complete assignments<br />Lack of organizational skills<br />Poor listening and concentration skills<br />Unrealistic self-expectations<br />
  129. 129. Twice-Exceptional<br />Gifted with Learning Disability<br />May also demonstrate<br />Learned helplessness<br />Perfectionism<br />Supersensitivity<br />Low self-esteem<br />
  130. 130. Look For:<br />Advanced vocabulary use<br />Exceptional analytic abilities<br />Divergent thinking<br />High levels of creativity<br />Spatial abilities<br />Advanced problem-solving skills<br />Specific aptitude<br />Good memory<br />
  131. 131. Cultural Influence<br />Spirituality<br />Harmony<br />Movement & Verve<br />Affect<br />Communalism<br />Expressive Individualism<br />Oral Tradition<br />Social Time Perspective<br />
  132. 132. African American<br />MAY…<br />Seek structure and organization in required tasks<br />Be slow to motivate in some abstract activities<br />Have large vocabulary, but one inappropriate for school<br />Makes up games or activities<br />
  133. 133. African American<br />MAY…<br />Have extremely strong concentration<br />Express displeasure in having to stop certain activities<br />Be very independent<br />Neglect school work due to other interests<br />Not show expected achievement<br />
  134. 134. Hispanics<br />Express leadership collaboratively rather than competitively<br />Demonstrate intensity through “Abrazo”<br /> (an index of personal support)<br />
  135. 135.
  136. 136. American Indian & Alaska Native<br />MAY…<br /><ul><li>Not be assertive
  137. 137. Ask few questions
  138. 138. Be a more concrete learner
  139. 139. Be humble, quiet
  140. 140. Not be competitive
  141. 141. Not openly express feelings</li></li></ul><li>American Indian & Alaska Native<br />MAY…<br /><ul><li>Not challenge incorrect statements
  142. 142. Not look a teacher in the eye
  143. 143. Consider family & religious activities more important than school</li></li></ul><li>American Indian & Alaska Native<br />MAY…<br /><ul><li>Not have a strong home reading environment
  144. 144. Have more developed aural/oral memory
  145. 145. Not be comfortable speaking in public
  146. 146. Be fluently bi- or tri-lingual</li></li></ul><li>Step 4: Special Nominations<br />Safety Valve No.1<br />
  147. 147. Step 4:Special Nominations<br />Circulate a list to ALL past and present teachers<br />Allows resource teachers to nominate<br />Allows override of current teacher if necessary<br />
  148. 148. Step 5:Notification & Orientation of Parents<br />Letter of Notification<br />Comprehensive description of Program<br />Focuses on child placement in program or Talent Pool<br />Not certification of giftedness<br />
  149. 149. Step 5:Notification & Orientation of Parents<br />Meeting to explain ALL program policies, procedures, & activities<br />How admission to program was determined<br />Additions may be made during year<br />Invite further interactions<br />
  150. 150. Step 5:Notification & Orientation of Parents<br />Similar orientation for students!<br />Not told they are gifted<br />Focus on the opportunities available to develop gifted behaviors<br />
  151. 151. Step 6: Action Information Nominations<br />Safety Valve No.2<br />
  152. 152. Step 6:Action Information Nominations<br />The dynamic interactions that occur when a student becomes extremely interested in or excited about a particular topic, area of study, issue, idea, or event.<br />
  153. 153. Step 6:Action Information Nominations<br />Any enrichment opportunity (whether school or non-school) that might turn a student onto learning or causes them to express gifted behaviors.<br />
  154. 154.
  155. 155. Two Types of Information Leading to Identification<br />Status Information<br />Anything you can put down on paper beforehand that tells you something about the student.<br />Action Information<br />Things that you can only document when they are happening or after they happen.<br />
  156. 156. Status Information<br />Grades<br />Test scores<br />Student work samples<br />Surveys<br />Interest<br />Learning Styles<br />Expression Styles<br />
  157. 157. Status Information<br />Teacher input <br />Parent input<br />Students’ Self-nomination<br />Peer Nominations<br />
  158. 158.
  159. 159. Action Information<br />Teacher observations<br /><ul><li>Work habits
  160. 160. Thinking
  161. 161. Questioning
  162. 162. Leadership Qualities
  163. 163. Peer Interactions
  164. 164. Skill Development</li></ul>Conversations<br />Interviews<br />Video/audio recordings<br />
  165. 165.
  166. 166. Interest-A-Lyzer<br />
  167. 167. Sample Items…Imagine that you can spend a week job shadowing any person in your community to investigate a career you might like to have in the future. List the occupations of the persons you would select.1st choice ______________________2nd choice______________________3rd choice ______________________<br />
  168. 168. Sample Items (Secondary Interest-A-Lyzer)…If you could conduct an interview with a man or woman you admire, past or present, who would it be? What 3 questions would you ask him or her?1. ____________________________________2. ____________________________________3. ____________________________________<br />
  169. 169.
  170. 170.
  171. 171.
  172. 172.
  173. 173.
  174. 174.
  175. 175.
  176. 176.
  177. 177.
  178. 178.
  179. 179.
  180. 180.
  181. 181.
  182. 182. Learning Styles Inventory<br />Sample Items(Renzulli & Smith)…<br />Really Dislike……..Really Like <br />Being a member of a panel that 1 2 3 4 5 is discussing current events<br />Working on your own to prepare 1 2 3 4 5<br />material you will discuss in class<br />
  183. 183.
  184. 184.
  185. 185.
  186. 186. What differentiates gifted learners from high achievers?<br />
  187. 187. Bright<br />Knows the Answers <br /> Asks the Questions<br />Gifted<br />
  188. 188. Bright<br />Is Attentive<br /> Is Intellectually Engaged<br />Gifted<br />
  189. 189. Bright<br />Has Good Ideas<br /> Has Original Ideas<br />Gifted<br />
  190. 190. Bright<br />Absorbs Information<br /> Manipulates Information<br />Gifted<br />
  191. 191. Bright<br />Top Student<br /> Beyond Her Age Peers<br />Gifted<br />
  192. 192. Bright<br />Repeats 6-8 Times for Mastery<br /> Repeats 1-2 Times for Mastery<br />Gifted<br />
  193. 193. Bright<br />Understands Ideas<br /> Constructs Abstractions<br />Gifted<br />
  194. 194. Bright<br />Grasps the Meaning<br /> Draws Inferences<br />Gifted<br />
  195. 195. Bright<br />Is a Technician<br /> Is an Inventor<br />Gifted<br />
  196. 196. Questions?<br />
  197. 197. Thank You!<br />