Gifted Talent Children

1. Unit 1. A.
GIFTED/TALENT
ED
Ms. Bharavi S. V.

2. Gifted/Talented

3.  Process and retain large amount of
information
 Comprehend materials at advanced
levels
 Curious and have varied and sometimes
intense interests
 High level of language development and
verbal ability
 Possess accelerated and flexible
thought processes
Cognitive Characteristics of Intellectually Gifted
Students
 See unusual relationships among
disciplines or objects
 Adept at generating original ideas
and solutions to problems
 Persistent, goal-oriented, and
intense on topics of interest
 Form their own ways of thinking
about problems and ideas

4. Cognitive Characteristics of Intellectually Gifted
Students
 Learn things at an earlier age than peers
 Need for freedom and individuality in
learning situations
 High desire to learn and seek out their own
interests
 Abstract thinkers at an earlier age than
peers
 Prefer complex and challenging work
 Transfer knowledge and apply it to new
situations
 May prefer to work alone
 May be early readers
 May possess high energy levels and
longer attention span

5. Affective Characteristics of Intellectually Gifted
Students
 Possess large amounts of
information about emotions
 May possess an unusual sensitivity
to the feelings of others
 Possess a keen or subtle sense of
humor
 Possess a heightened sense of self-
awareness
 Idealism and sense of justice appear
at an early age
 Develop inner controls early
 Possess unusual emotional depth and
intensity
 Exhibit high expectations of self and
others
 Display a strong need for consistency in
themselves and others
 Possess advanced levels of moral
judgment

6. Models of Giftedness
Renzulli’s
Three Ring
Conception of
Giftedness

7. Models of Giftedness
Tannaenbaum
Psychosocial
definition of
Giftedness

8. Models of Giftedness
Gardner’s
Multiple
Intelligence
Theory

9. Models of Giftedness
Sternberg
Triarchic
Theory

10. Models of Giftedness
Gagne’s
Differential
Model of
Giftedness and
Talent

11.  Gifted students are referred in previous literature as outstanding students who
possess the above level performance.
 Gifted students
are unique and require parents and educators to modify both home and
school environments to meet their strong need to know (Manning, 2006).
 Giftedness is a very broad term in which different categories of giftedness have
been included, such as
 academically gifted,
 creatively gifted,
 talented and intellectually gifted.
Each category of giftedness are different from another
Gifted/Talented

13. Identification of Intellectually Gifted
▧ Giftedness is traditionally defined as having an intelligence
quotient (IQ) more than 130.
▧ It also indicates the level of potentialities.
▧ Due to lack of conceptual clarity as to the nature of
Giftedness, identification processes have varied widely (as
cited in Neerja, 2012).
▧ There are wide varieties of characteristics of giftedness which
could not assess by IQ test;
▧ therefore, many researchers used multiple criterion approach to
identify the gifted learners in classroom.

14. Identification of Intellectually Gifted
▧ Gifted students can be identifying by two basics measures: Subjective and
Objectives measures.
Subjective measures
▧ are based on structured observation of the students.
▧ These include teachers, parents, peer, and self-nomination along with anecdotal
record prepared by the investigators.
Objectives measures
▧ are standardized test of ability or achievement which includes IQ tests, and
other forms of psychometric testing,
▧ standardized performance test, dynamic testing and off level testing
(Merick&Targett, 2004).

15. Objective Measures of identification
▧ These measures are quantitative in nature
▧ Provides a standardized measure of something in particular such
as ability or achievement.
▧ They produce comparable scores that indicate potential relative
to a large population of students and these includes:
1. An IQ test
2. Aptitude or ability test measures a child’s potential
3. Standardized Achievement test measures a child performance or
current level of achievement
4. Formal checklists and interviews

16. Subjective Measures of identification
▧ These measures provide the information which are based on structured or
anecdotal observations of the child.
▧ They may include:
1. Teacher developed test and assessment that can be effective identification
tools for talented student who are motivated and performing well.
2. Parents and peers observation also used as a assessment tool for
identification of gifted students
3. Self-nomination form is also a useful tool to assess the area of special abilities
and talents within the individual.
The methods mentioned above are useful methods in order to identify gifted
students in regular classrooms

17. Educational Provisions for the Gifted Students
1. Enrichment

18. Educational provisions for the gifted students –
2. Acceleration
2. Acceleration
Subject-based acceleration Grade-based acceleration
Early entrance to school: The child studies at
school at an early age.
Grade-skipping: Students reduce the school levels
required.
Compacting curriculum: Shortening or replacing
the regular curriculum with material appropriate
for the gifted child‟s experience and ability.
Multi-graded classes: In schools with few students,
two school levels can be combined.
Single-subject acceleration: The gifted student
skips subjects in the specific curriculum so as to
advance subjects based on the student‟s
mastery.
Grade telescoping: In one year, the student
completes the curriculum of several years
Advanced Placement (AP): Advanced content
and skills designed for secondary school.
Testing out examination: If the students pass the
test of subject matter for a semester or a year, they
can move to a higher grade with advanced subjects
Early admission to university: Students move into
university at a younger age than others.

19. Educational provisions for the gifted students –
3. Ability Grouping
Whole-class strategies Small-class strategies
Multi-level classes (XYZ): Based on the ability of
students in the same grade, they are separated
into groups and these groups are instructed, for
the full day or a single subject, in different
classrooms with the same curricular materials.
Within-class grouping: Gifted students are grouped in a single
classroom, and then divided into small groups with different
instructional materials.
Full-time ability grouping: The curriculum adapts
with more educational experiences to provide
specifically for gifted students as a group
Pull-out programmes: For some hours during the school day,
students move to a resources room to engage in enrichment
activities with different-grade students and with gifted
programme teachers.
Cluster grouping: Academically talented students in the same
grade are grouped in a classroom of mixed ability and provided
with different instruction (requires a highly qualified teacher)
Cross-grade grouping: Based on academic achievement in a
subject, students from different grades are grouped so that
teachers can teach the subject in different classrooms with
different curricular material.
Mixed-ability cooperative grouping: Heterogeneous groups of
students work on their own and cooperate to solve problems and
prepare lessons