Teaching Gifted And Talented Students


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Teaching Gifted And Talented Students

  1. 1. Gifted and Talented <ul><li>A girl who was just learning to drive went down a one-way street in the wrong direction, but didn't break the law. How come? </li></ul><ul><li>How can you throw a ball as hard as you can and have it come back to you, even if it doesn't hit anything, there is nothing attached to it, and no one else catches or throws it?   </li></ul><ul><li>Two students are sitting on opposite sides of the same desk. There is nothing in between them but the desk. Why can't they see each other?   </li></ul><ul><li>There are only two T's in Timothy Tuttle. True or false? </li></ul><ul><li>    </li></ul>
  2. 2. Gifted and Talented <ul><li>Your mother's brother's brother-in-law is also: </li></ul><ul><li>a) your uncle b) your father c) your cousin </li></ul><ul><li>How can you add 123456789 to make it 99, place + signs in the same order </li></ul><ul><li>1+2+4+8 and so on +1024 =? </li></ul><ul><li>Give multiple ways to use a block </li></ul>
  3. 3. Gifted and Talented <ul><li>Who are gifted and talented? </li></ul><ul><li>In what way gifted children excel? </li></ul><ul><li>How is gifted measured? </li></ul><ul><li>To what degree must a child excel to be considered gifted? </li></ul><ul><li>Why should gifted students be identified? </li></ul><ul><li>What is the implication of giftedness to learning? </li></ul>
  4. 5. Gifted and Talented <ul><li>Ancient Views </li></ul><ul><li>- Sparta, Athens, Rome, China, Japan & America </li></ul><ul><li>Recent Views </li></ul><ul><li>- 1972 Marland Report </li></ul><ul><li>- J. Renzulli (1978) </li></ul><ul><li>- Ford & Gardner(1983) </li></ul><ul><li>- Robert Sternberg (1985) </li></ul><ul><li>- J Piirto (1999) </li></ul>
  5. 6. TWO SIDES OF GIFTED BEHAVIORS <ul><li>Positive Aspects </li></ul><ul><li>Expresses ideas and feelings well </li></ul><ul><li>Can move at a rapid pace </li></ul><ul><li>Works conscientiously </li></ul><ul><li>Wants to learn, explore, and seek more information </li></ul><ul><li>Develops broad knowledge and an extensive store of vicarious experiences. </li></ul><ul><li>Is sensitive to the feelings and rights of others </li></ul><ul><li>Make steady progress </li></ul><ul><li>Makes original and stimulating contributions to discussion </li></ul><ul><li>Sees relationships easily </li></ul><ul><li>Is able to use reading skills to obtain new information </li></ul><ul><li>Learns materials quickly </li></ul><ul><li>Contributes to enjoyment of life for self and others </li></ul><ul><li>Completes assigned tasks </li></ul><ul><li>Requires little drill for learning </li></ul><ul><li>Not – so- positive aspects </li></ul><ul><li>Maybe glib, making fluent statements based on little or no knowledge or understanding </li></ul><ul><li>May dominate discussions </li></ul><ul><li>May be impatient to proceed to the next level or task </li></ul><ul><li>May be considered nosey </li></ul><ul><li>May choose reading at the expense of active participation in social, creative, or physical activities </li></ul><ul><li>May struggle against rules, regulations, and standardized procedures </li></ul><ul><li>May lead discussions “off track” </li></ul><ul><li>May be frustrated b y the apparent absence of logic in activities and daily events </li></ul><ul><li>May become bored by repetitions </li></ul><ul><li>May use humor to manipulate </li></ul><ul><li>May resist a schedule based on time rather then task </li></ul><ul><li>May lose interest quickly </li></ul>
  6. 8. IDENTIFICATION METHODS <ul><li>1 . Intelligence Tests </li></ul><ul><li>* Standford-Binet Intelligence Scale </li></ul><ul><li>* Wechsler Intelligence Scale for Children </li></ul><ul><li>* Group Intelligence Tests </li></ul><ul><li>2. Achievement Tests – a technique use to measure specific academic talent </li></ul><ul><li>3. Teacher nominations </li></ul><ul><li>4. Creativity Test – maybe used to confirm a teacher’s suspicion about the creativeness of one or more students. </li></ul><ul><li>* divergent thinking tests </li></ul><ul><li>* personality/biographical inventory </li></ul><ul><li>Parent Nominations </li></ul><ul><li>Peer Nominations </li></ul><ul><li>Self – Nominations </li></ul><ul><li>Product Evaluations – an index of academic, artistic, creative or scientific talents. </li></ul><ul><li>Rating Scales </li></ul><ul><li>* Baldwin Identification Matrix </li></ul><ul><li>* Frasier Talent Assessment Profile ( F-TAP) </li></ul><ul><li>PLAN – evaluates high level thinking skills ( problem solving, grasping implied meaning, drawing inferences, evaluating ideas, and making judgments in all academic areas) </li></ul><ul><li>Assessment of Gardner’s Seven Intelligence Tests </li></ul><ul><li>Triarchic Abilities Test </li></ul>
  7. 9. SUGGESTIONS FOR SCREENING AND IDENTIFYING GIFTED LEARNES Expression of Giftedness Screening Identification Creative Personality Inventories e.g. Alpha Biographical Inventory; Adjective Checklist; Group Inventory for Finding Creative Talent; Perception Inventory; Torrance Creative Perception Inventory; Observation of Problem Solving Creative Test for Children Creative Assessment /creativity Perception Inventory Something About Myself Leadership Observation in and out of the classroom Scales on leadership from Kranz; Renzulli and Hartman; Perrone and Male No formal standardized test available Visual and Performing Arts Observation and recommendations from professional artists Peer nomination Seashore’s Measures of Musical Talents Standardized Test of Musical Intelligence Horn Art Aptitude Inventory Cognitive Group Intelligence e.g. General Ability Tests Individual Intelligence Test e.g. Peabody Picture Vocabulary Standford-Binet Intelligence Scale Weschsler Intelligence Scale Cognitive Ability Tests Kauffman Assessment Battery Test Generic Nomination forms Reports of Students functioning
  8. 11. Developing An Effective Curriculum <ul><li>An effective curriculum for students who are gifted is essentially a basic curriculum that has been modified to meet their needs. </li></ul><ul><li>The unique characteristics of the students must serve as the basis for decisions on how the curriculum should be modified. </li></ul>
  9. 12. Modifying Content <ul><li>Content consists of ideas, concepts, descriptive information, and facts. </li></ul><ul><li>Content, as well as learning experiences, can be modified through acceleration , compacting, variety, reorganization, flexible pacing, and the use of more advanced or complex concepts, abstractions, and materials. </li></ul><ul><li>If they master a particular unit, they need to be provided with more advanced learning activities, not more of the same activity. Their learning characteristics are best served by thematic, broad-based, and integrative content, rather than just single-subject areas </li></ul>
  10. 13. Modifying Process <ul><li>To modify process, activities must be restructured to be more intellectually demanding. Ex. Enrichment & Grouping </li></ul><ul><li>Although instructional strategies depend on the age of the students and the nature of the disciplines involved, the goal is always to encourage students to think about subjects in more abstract and complex ways. </li></ul><ul><li>Activity selection should be based on student interests, and activities should be used in ways that encourage self-directed learning. </li></ul>
  11. 14. Modifying Product Expectation and Student Response <ul><li>Teachers can encourage students to demonstrate what they have learned in a wide variety of forms that reflect both knowledge and the ability to manipulate ideas. </li></ul><ul><li>Products can be consistent with each student's preferred learning style. </li></ul><ul><li>They should address real problems, concerns, and audiences; synthesize rather than summarize information; and include a self-evaluation process. </li></ul><ul><li>Ex. Curriculum models </li></ul>
  12. 15. Inappropriate and Appropriate Goals <ul><li>Inappropriate Goals </li></ul><ul><li>To increase self-confidence and feelings of self-worth. </li></ul><ul><li>To expand research skills, explore topics of interest, develop creative problem-solving skills. </li></ul><ul><li>To identify personal strengths and weaknesses. </li></ul><ul><li>Appropriate Goals </li></ul><ul><li>To Complete the first half of Algebra I through instruction in a two-hour weekly tutorial. </li></ul><ul><li>To develop expository writing skills as measured by pretest and posttest writing samples. </li></ul><ul><li>Why They Are Inappropriate </li></ul><ul><li>This is a general concern of good teaching. It is appropriate for all students. </li></ul><ul><li>These goals are not specific to individual students and not referenced to a content area; they are appropriate for all students. </li></ul><ul><li>This goal is irrelevant and not measurable. </li></ul><ul><li>Why They Are Appropriate </li></ul><ul><li>This goal is academically relevant, an appropriate accelerative strategy, and useful in planning. </li></ul><ul><li>This goals is measurable, relevant and referenced to the individual students </li></ul>
  13. 16. Writing Behavioral Objectives Appropriate for gifted IEP’s <ul><li>1. Specify the task to be accomplished . </li></ul><ul><li>Appropriate Case : Susan will recall significant details in a 5.0 level passage. </li></ul><ul><li>Questionable Case : Michael will demonstrate and understanding of the differences among Renaissance, Baroque, Classical, and Romantic styles. </li></ul><ul><li>2. Specify the conditions under which the behavior will occur. </li></ul><ul><li>Appropriate Case: After reading a 5.0 level passage, Susan will recall significant details on a written test of reading comprehension. </li></ul><ul><li>Questionable Case: After completing a course on music history, Michael will demonstrate and understanding of the differences among Renaissance, Baroque, Classical, and Romantic styles. </li></ul><ul><li>3. Specify the criteria for mastery . </li></ul><ul><li>Appropriate Case : After reading a 5.0 level passage, Susan will recall significant details as indicated by her score of 90 percent of better on a written test of reading comprehension. </li></ul><ul><li>Questionable Case : After completing a course on music history, Michael will demonstrate and understanding of the differences among Renaissance, Baroque, Classical and Romantic styles by identifying eight out of ten selections representing each style. </li></ul>
  14. 17. Concerned with Giftedness <ul><li>www.cectag.org </li></ul><ul><li>www.nagc.org </li></ul><ul><li>www.ucc.uconn.edu/-wwwgt/ncgt.html </li></ul><ul><li>www.worldgifted.org </li></ul><ul><li>www.gifted.org/ </li></ul><ul><li>www.mensa.org/ </li></ul>