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Identifying Gifted Students in the Classroom


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Identifying Gifted Students in the Classroom

  1. 1. Understanding the World of Academically & Intellectually Gifted<br />Angela Housand, Ph.D.<br /><br />Chicago Public Schools 2010<br />
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  3. 3. AND<br />
  4. 4. 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 Session?<br />
  5. 5. Your Mission…<br /><ul><li>Match the personality descriptions with the names posted on the wall around the room.</li></li></ul><li>Your Mission…<br />
  6. 6. This person was told by an editor that she could never write anything that had popular appeal. <br />
  7. 7. 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 />
  8. 8. 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 />
  9. 9. Eleanor Roosevelt<br />
  10. 10. You must do the thing you think you cannot do.<br />-Eleanor Roosevelt<br />
  11. 11. 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 />
  12. 12. Albert Einstein<br />Above average intelligence<br />(Cox, 1926; Reis, 1995; Walberg et. al., 1981; Walberg & Paik, 2005)<br />Image:<br />
  13. 13. P<br />This man was fired by a newspaper editor because he didn’t have enough good ideas. <br />
  14. 14. P<br />Walt Disney<br />This man was fired by a newspaper editor because he didn’t have enough good ideas. <br />
  15. 15. 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 />
  16. 16. 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 />
  17. 17. Definition<br />There is no universally accepted definition for gifted, talented, or giftedness<br />
  18. 18. Article 14A. Sec 10.<br />The General Assembly finds the following:<br /> (1) that gifted and talented children<br />(i) exhibit high performance capabilities in intellectual, creative, and artistic areas, <br /> (ii) possess an exceptional leadership potential, <br /> (iii) excel in specific academic fields, and <br /> (iv) have the potential to be influential in business, government, health care, the arts, and other critical sectors of our economic and cultural environment;<br />(2) that gifted and talented children require services and activities that are not ordinarily provided by schools; and<br /> (3) that outstanding talents are present in children and youth from all cultural groups, across all economic strata, and in all areas of human endeavor.<br />(Source: P.A. 94-151, eff. 7-8-05; 94-410, eff. 8-2-05.)<br />
  19. 19. Article 14A. Sec 20.<br /> “Gifted and talented children” means children and youth with outstanding talent who perform or show the potential for performing at remarkably high levels of accomplishment when compared with other children and youth of their age, experience, and environment. A child shall be considered gifted and talented in any area of aptitude, and, specifically, in language arts and mathematics, by scoring in the top 5% locally in that area of aptitude.<br />(Source: P.A. 94-151, eff. 7-8-05; 94-410, eff. 8-2-05.)<br />
  20. 20. Giftedness in Context<br />
  21. 21. Why discuss giftedness in context?<br />No Universal Definition of Giftedness<br />NC State Board of Education <br />alignment of program delivery with student identification<br />Student Success<br />
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  24. 24. What gifted program services does your school offer?<br />
  25. 25. 3 Ring Conception of Giftedness<br />
  26. 26.
  27. 27. Characteristic of EminentAdults<br /> Ability to focus for <br /> long periods of time<br />(Reis, 1995, 1998, 2005; Renzulli, 1978, 1986; Sternberg & Lubart 1993; Van-Tassel Baska 1989; Walberg et. al. 1981; Walberg & Paik, 2005)<br />Image:<br />
  28. 28.
  29. 29. Characteristic of Eminent Adults<br />Above<br />Average<br />Ability<br />(Cox, 1926; Reis, 1995; Walberg et. al., 1981; Walberg & Paik, 2005)<br />Image:<br />
  30. 30. Characteristic of Eminent Adults<br />Motivated<br />(Reis, 1995; Walberg et. al. 1981; Walberg & Paik, 2005)<br />
  31. 31. 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 />
  32. 32. Characteristics: Speed<br />Early and rapid learning<br />Rapid language development<br />Metacognitively efficient<br />
  33. 33. Superior ≠<br />
  34. 34. Superior =<br />
  35. 35. 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 />
  36. 36. Characteristics<br />
  37. 37. Characteristics<br />Behaviors<br />
  38. 38. Gifted Artist<br />Talented Mathematician<br />Use “defining” terms as adjectives:<br />Talented Musician<br />Gifted Writer<br />
  39. 39. T<br />I<br />C<br />U<br />C<br />A<br />P<br />Gifted Behaviors NOT Gifted People!<br />
  40. 40. School House Giftedness<br />Creative Giftedness<br />
  41. 41. Teacher Pleaser<br />Evil Genius<br />
  42. 42. Creatively Gifted<br />Independent<br />High energy<br />Curious<br />Sense of humor<br />Open-minded<br />Need for privacy and alone time<br />
  43. 43. Characteristic ofEminent Adults<br /> Creative<br /> Imaginative<br /> Innovative<br /> A Sense of Destiny<br />
  44. 44. 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 />
  45. 45. 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 />
  46. 46. Characteristics: Negative<br />Uneven mental development<br />Interpersonal difficulties<br />Underachievement<br />
  47. 47. Asynchronous Development<br />Uneven intellectual, physical, and emotional development.<br />
  48. 48. 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 />
  49. 49. Underachievers: Personality<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 />
  50. 50. Internal Mediators<br />Fear of failure<br />Fear of success<br />Negative attitude toward school<br />Antisocial, rebellious<br />Self-critical or perfectionistic<br />
  51. 51. Maladaptive Strategies<br />Lack goal-directed behavior<br />Poor coping skills<br />Poor self-regulation<br />Defense mechanisms<br />
  52. 52. Not all bad…<br /><ul><li>Demonstrate honesty and integrity when rejecting inappropriate school work
  53. 53. Intense outside interests
  54. 54. 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 />
  55. 55. Twice-Exceptional<br />Gifted with Learning Disability<br />May also demonstrate<br />Learned helplessness<br />Perfectionism<br />Supersensitivity<br />Low self-esteem<br />Behaviors may hamper identification<br />
  56. 56. Look For:<br />Advanced vocabulary use<br />Exceptional analytic abilities<br />High levels of creativity<br />Advanced problem-solving skills<br />Divergent thinking<br />Specific aptitude<br />Good memory<br />Spatial abilities<br />
  57. 57. Under-Identified Populations<br />African-American<br />Latino / Latina<br />Hispanic<br />Native American<br />
  58. 58. What differentiates gifted learners from high achievers?<br />
  59. 59. Bright<br />Knows the Answers <br /> Asks the Questions<br />Gifted<br />
  60. 60. Bright<br />Is Attentive<br /> Is Intellectually Engaged<br />Gifted<br />
  61. 61. Bright<br />Has Good Ideas<br /> Has Original Ideas<br />Gifted<br />
  62. 62. Bright<br />Absorbs Information<br /> Manipulates Information<br />Gifted<br />
  63. 63. Bright<br />Top Student<br /> Beyond Her Age Peers<br />Gifted<br />
  64. 64. Bright<br />Repeats 6-8 Times for Mastery<br /> Repeats 1-2 Times for Mastery<br />Gifted<br />
  65. 65. Bright<br />Understands Ideas<br /> Constructs Abstractions<br />Gifted<br />
  66. 66. Bright<br />Grasps the Meaning<br /> Draws Inferences<br />Gifted<br />
  67. 67. Bright<br />Is a Technician<br /> Is an Inventor<br />Gifted<br />
  68. 68. Thank You!<br />