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Exceptional Gifts and Talents<br />
Gifted, Creative, and Talented Students<br /><ul><li>Extraordinary abilities in at least one area of performance
Elaboration
Embellishment of ideas
Transformation
Constructing new meanings or changing ideas into something new
Visualization
Mental manipulation of images and ideas</li></li></ul><li>Gifted students are developmentally advanced in language and tho...
Purposes of “Gifted” Definitions<br />Definitions of giftedness influence the following:<br />number of students selected<...
IQ Distribution<br />
Accepted IQ Scores of Gifted Individuals<br />
IQ: “Pre-loaded” or a Process?<br /><ul><li>This is David Shenk.
You read his blog entry, “What is Smart?”
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Exceptional gifts and talents

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Exceptional gifts and talents

  1. 1.
  2. 2. Exceptional Gifts and Talents<br />
  3. 3. Gifted, Creative, and Talented Students<br /><ul><li>Extraordinary abilities in at least one area of performance
  4. 4. Elaboration
  5. 5. Embellishment of ideas
  6. 6. Transformation
  7. 7. Constructing new meanings or changing ideas into something new
  8. 8. Visualization
  9. 9. Mental manipulation of images and ideas</li></li></ul><li>Gifted students are developmentally advanced in language and thought.<br />Generally, gifted students are well adjusted and socially adept. <br />
  10. 10. Purposes of “Gifted” Definitions<br />Definitions of giftedness influence the following:<br />number of students selected<br />types of instruments and selection procedures used<br />scores an individual must obtain to qualify for specialized instruction<br />types of education provided<br />amount of funding to provide services<br />types of training required to teach students who are gifted and talented<br />
  11. 11. IQ Distribution<br />
  12. 12. Accepted IQ Scores of Gifted Individuals<br />
  13. 13. IQ: “Pre-loaded” or a Process?<br /><ul><li>This is David Shenk.
  14. 14. You read his blog entry, “What is Smart?”
  15. 15. NOW, compare his idea about intelligence with your response on the entry ticket.
  16. 16. Same? Different? Little of both?
  17. 17. Share with your group</li></li></ul><li>CHARACTERISTICS<br />Just some!<br />POSITIVE:<br />Early and rapid learning<br />Superior language & analytic abilities<br />Superior reasoning & problem-solving skills<br />Greater metacognition<br />Complex and abstract thinking<br />Curious, asks questions<br />Sense of humor, social skills<br />Emotional intensity and sensitivity<br />NEGATIVE:<br />Uneven mental development<br />Interpersonal difficulties due to intellectual differences<br />Perfectionism<br />Frustration and anger<br />Depression<br />Underachievement in areas of disinterest or if under-challenged<br />
  18. 18. Services and Supports<br />Currently NO federal mandate to provide gifted education programs<br />Funded at state levels <br />Instructional practices determined based on several factors:<br />What types of giftedness a system is able to support<br />Organizational structures in which to provide differentiated education<br />Instructional approaches to be used<br />Selection of continuous evaluation procedures to assess program effectiveness<br />
  19. 19. Services and Supports<br />Enrichment<br />experiences that extend or broaden a person’s knowledge<br />Exploring topics outside the curriculum<br />Project-based<br />Higher-order thinking skills<br />Most common approach in schools <br />Acceleration<br />Moving students through educational programming faster/younger ages<br />“grade-skipping”<br />“telescoping”<br />Student-centered pacing<br />allows students to achieve at rates commensurate with their capacities<br />
  20. 20. Neglected Groups<br /><ul><li>Females
  21. 21. Children from diverse cultural, linguistic, ethnic, and economic backgrounds
  22. 22. Children with disabilities (“twice exceptional”)</li></li></ul><li>Think about your field placement. Have you observed any students who might be an unidentified gifted child?<br />Talk in your group. <br />Discuss reasons why they might have been discounted from the gifted population.<br />
  23. 23. Addressing the Issue: Identifying Neglected Students<br />Current assessment recommendations include:<br />adopt clear and broad conception of giftedness<br />avoid using a single cut-off score<br />use multiple alternative criteria<br />use sequence instruments and reliable and valid tests<br />Use authentic assessment.<br />Be aware that giftedness may appear differently in cultural or socioeconomic groups.<br />Repeat assessments over time.<br />Use identification data to enhance understanding of students.<br />

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