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Understanding giftedness


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Understanding giftedness

  1. 1. Understanding Giftedness & Enrichment and Extension SSS 2011 Samford State School By Justin Marchesi Gifted Education Mentor [email_address]
  2. 2. OVERVIEW <ul><li>Intro and Overview (5 mins) </li></ul><ul><li>  </li></ul><ul><li>Narelle’s recap Giftedness Seminar </li></ul><ul><li>+ </li></ul><ul><li>Understanding Giftedness (40 mins) </li></ul><ul><li>Discover what Giftedness in education means and how it differs from children being ‘bright’. It will explain some children's behaviours relating to attitudes around learning, in the upper range of intelligence </li></ul><ul><li>E&E Program (15 mins) </li></ul><ul><li>An overview of the Enrichment and Extension program 2011 at SSS. See what's being offered for our bright and gifted students in years 4-7. </li></ul>
  3. 3. Why are we (teachers) confused about the G&T child? <ul><li>G&T children often don’t ‘get’ the answer or their answer is ‘out of left field’ </li></ul><ul><li>they can overcomplicate problems and scenarios as they process ‘too many’ variables and therefore… </li></ul><ul><li>multiple choice questions are difficult for them </li></ul><ul><li>you say, my child is gifted (others hear you are stupid ) </li></ul><ul><li>schools don’t receive funding for G&T programs but they are funded for learning support (learning difficulties) – not a high priority? At Samford we see it as a necessity hence, the E&E program </li></ul>
  4. 4. The Gifted child … some generalisations <ul><li>is a result of nature (genetic) and nurture (environment) </li></ul><ul><li>environment is crucial in first 5 years </li></ul><ul><li>knows he/she is different but doesn’t understand why. See it as something wrong with them </li></ul><ul><li>has a mind that doesn’t stop, doesn’t relax </li></ul><ul><li>can be hypersensitive (to textures, noises, allergies). This hypersensitivity can be misinterpreted as immaturity. </li></ul>
  5. 5. The Gifted child … (cont’d) <ul><li>if not engaged in learning, can become an underachiever; others can take control of their situation </li></ul><ul><li>often doesn’t relate to his/her classmates because their peer group is really one or two years older … but not always </li></ul><ul><li>sense of social isolation is greatest between ages 4 – 9 (Hollingworth) </li></ul><ul><li>need peer acceptance more than anything as they enter adolescence – no room for ‘nerd status’ </li></ul>
  6. 6. What is important for the G&T child? <ul><li>self-awareness - talk to your child about their ability. They need to be aware of why they are (often) different. </li></ul><ul><li>self-worth – being different is not a bad thing </li></ul><ul><li>true peers </li></ul><ul><li>challenging environment </li></ul><ul><li>social skills to relate </li></ul><ul><li>informed teachers </li></ul>
  7. 7. <ul><li>Every child is different therefore, every child’s needs are different (Harvey, Burgess and Wharton) </li></ul><ul><li>Together, we must identify what works for the individual child </li></ul>
  8. 8. A Quote to Start… <ul><li>&quot;The truly creative mind in any field is no more than this:  </li></ul><ul><li>A human creature born abnormally, inhumanly sensitive.  </li></ul><ul><li>To him...  </li></ul><ul><li>a touch is a blow,  </li></ul><ul><li>a sound is a noise,  </li></ul><ul><li>a misfortune is a tragedy,  </li></ul><ul><li>a joy is an ecstasy,  </li></ul><ul><li>a friend is a lover,  </li></ul><ul><li>a lover is a god,  </li></ul><ul><li>and failure is death.  </li></ul><ul><li>Add to this cruelly delicate organism the overpowering necessity to create, create, create - - - so that without the creating of music or poetry or books or buildings or something of meaning, his very breath is cut off from him. He must create, must pour out creation. By some strange, unknown, inward urgency he is not really alive unless he is creating.&quot;   </li></ul><ul><li>- Pearl Buck -  </li></ul>
  9. 9. A Narrative <ul><li>The Height Class </li></ul>
  10. 10. <ul><li>A school district of Brisbane decided to make their classes not according to chronological age, but according to height. </li></ul>
  11. 11. <ul><li>Consider what this may feel like and what a child may do to survive? </li></ul><ul><li>The more intellectually mature child would have to learn: </li></ul>
  12. 12. <ul><li>how to explain ideas in simpler terms that other children can understand </li></ul>
  13. 13. <ul><li>how to wait patiently while others struggle with concepts he or she has known for some time </li></ul>
  14. 14. <ul><li>how to delay the gratification of answering all the teacher’s questions so that the others have the opportunity to participate </li></ul>
  15. 15. <ul><li>how to fit in socially with children whose games are uninteresting and play by rules that seem crude and unfair </li></ul>
  16. 16. <ul><li>how to live without any real friends or understanding from others </li></ul>
  17. 17. Bright v Gifted <ul><li>historically, many “bright” students have been those who have been identified as “gifted”. </li></ul><ul><li>Clue: The traits come in pairs so there is always a corresponding one between bright and gifted e.g. </li></ul><ul><li>Knows the answers </li></ul><ul><li>Asks the questions </li></ul><ul><li>Time: 10 minutes </li></ul>
  18. 18. GIFTED VERSUS BRIGHT STUDENTS Bright Child Gifted Learner Knows the answers Asks the questions Is interested Is highly curious Is attentive Is mentally and physically involved Has good ideas Has wild, silly ideas Works hard Plays around, yet tests well Answers the questions Discusses in detail, elaborates Top group Beyond the group Listens with interest Shows strong feelings and opinions Learns with ease Already knows 6-8 repetitions for mastery 1-2 repetitions for mastery Understands ideas Constructs abstractions Enjoys peers Prefer adults
  19. 19. GIFTED VERSUS BRIGHT STUDENTS  Bright Child Gifted Learner Grasps the meaning Draws inferences Completes assignments Initiates projects Is receptive Is intense Copies accurately Creates a new design Enjoys school Enjoys learning Absorbs information Manipulates information Technician Inventor Good memoriser Good guesser Enjoys straightforward, sequential presentation Thrives on complexity Is alert Is keenly observant Is pleased with own learning Is highly self-critical
  20. 20. Compounding Factors <ul><li>no gifted students will display all the characteristics </li></ul><ul><li>some characteristics are not readily visible </li></ul><ul><li>gifted students will not display brilliant behaviours unless you give them something to be brilliant about </li></ul><ul><li>not all the characteristics appear in all gifted children </li></ul><ul><li>academically gifted students may camouflage or hide their abilities in order to fit in </li></ul>
  21. 21. <ul><li>Levels of Giftedness Table – Feldhusen, J.F. (1993).  Handbook of 1993 Certificate of Gifted Education.  Sydney: GERRIC, UNSW </li></ul>
  22. 22. Areas of Giftedness (as identified in EQ Framework) <ul><li>general intelligence </li></ul><ul><li>specific academic studies </li></ul><ul><li>visual and performing arts </li></ul><ul><li>physical ability </li></ul><ul><li>creative thinking </li></ul><ul><li>interpersonal skills </li></ul><ul><li>intrapersonal skills </li></ul>
  24. 25. Spot the Gifted
  25. 26. Her family suggested she find work as a servant. Spot the Gifted
  26. 27. Louisa May Alcott
  27. 28. His music teacher called him a hopeless composer with a terrible technique. Spot the Gifted
  28. 29. Beethoven
  29. 30. Was told that he had no voice and could not sing. Spot the Gifted
  30. 31. Caruso
  31. 32. Was viewed as ordinary and somewhat subnormal in intellect. Spot the Gifted
  32. 33. Charles Darwin
  33. 34. Was fired by a newspaper editor for a lack of ideas. Spot the Gifted
  34. 35. Walt Disney
  35. 36. Was considered stupid by his teachers. Spot the Gifted
  36. 37. Carl Jung
  37. 38. Did poorly in school. Spot the Gifted
  38. 39. Isaac Newton
  39. 40. Flunked college and was described as ‘unable and unwilling’ to learn. Spot the Gifted
  40. 41. Leo Tolstoy
  41. 42. Was not a success at school e.g. he failed Sixth Grade Spot the Gifted
  42. 43. Winston Churchill
  43. 44. Was thought to be retarded. He was four before he spoke. He was seven when he learnt to read. He was expelled from school and condemned by his teacher as mentally slow, unsociable and a foolish daydreamer. Spot the Gifted
  44. 45. Albert Einstein
  45. 46. Was an average student is Chemistry, ranking 15/22 in the class. Spot the Gifted
  46. 47. Louis Pasteur
  47. 48. The French sculptor was regarded as an idiot and failed three times to gain entry into the School of Art. Spot the Gifted
  48. 49. Rodin
  49. 50. Enrichment and Extension 2011 Samford State School
  50. 51. Major References
  51. 52. Guiding Principles <ul><li>enabling all young people to achieve </li></ul><ul><li>success at school </li></ul><ul><li>providing specific assistance and targeting programs to students who are gifted </li></ul><ul><li>being flexible enough to accommodate the individual learning needs of different students. </li></ul><ul><li>(taken from EQ’s revised “Framework for Gifted Education”) </li></ul>
  52. 53. WHAT WE LEARNED FROM E&E 2010 <ul><li>The majority of years 4-5 students were either “very happy”, or “happy” with the program </li></ul><ul><li>Give years 6&7 choices </li></ul><ul><li>Give years 6&7 autonomy (the Gifted are operating at a high school level) </li></ul><ul><li>Give parents simple feedback through reporting channels </li></ul><ul><li>Finish projects early (for competitions) </li></ul>
  53. 54. Major Changes 2011 <ul><li>incorporating greater scope in identification </li></ul><ul><li>including bright & gifted children </li></ul><ul><li>coordinating activities to enter external competitions </li></ul><ul><li>optional entry for topics of interest in years 6 & 7 </li></ul><ul><li>reporting home in reporting periods </li></ul><ul><li>greater communication with classroom </li></ul>
  54. 55. Other Changes <ul><li>investigating links with FGSHS and GSHS for external extension possibilities </li></ul><ul><li>observation of schools with embedded practice </li></ul><ul><li>strengthening links in P-3 (lower school) </li></ul><ul><li>Community Information Night </li></ul><ul><li>review and refine school policy and action plan </li></ul>
  55. 56. Term 1 <ul><li>Advanced Problem Solving </li></ul><ul><li>With the school focus on problem solving ( mathematics), students will be involved in a multi-disciplinary approach to analysing and executing advanced problems in both mathematics and literacy. </li></ul>
  56. 57. Term 2 <ul><li>Robocup Junior </li></ul><ul><li>Utilising the introductory work with the Lego NXT robots in 2010, students will work in small teams to program their robot to enter an in-school competition, in the most popular category: RESCUE, SOCCER or DANCE. </li></ul><ul><li>Workshops held at UQ may be an option. </li></ul><ul><li>Winners will progress to the external competition. </li></ul>
  57. 58. Term 3 <ul><li>“ Dream a Better World” Primary School Film Competition </li></ul><ul><li>In either the environmental or humanitarian category, students will write and produce a short film, and internally compete for an entry place to the competition, held at Dreamworld in October. </li></ul>
  58. 59. Term 4 <ul><li>Negotiated Project </li></ul><ul><li>Students design a plan for a negotiated project in their interest area. </li></ul><ul><li>Students set goals and benchmarks to adhere by. Once approved, students work to meet deadlines. </li></ul><ul><li>Year 7’s may choose to utilise this time in class, due to end-of-year demands. </li></ul>
  59. 60. Additional Ideas <ul><li>In-class Maths Extension </li></ul><ul><li>Maths Tournament practice July (Term 3) </li></ul><ul><li>For 2012, looking at the possibility of entering Opti-minds competition </li></ul>
  60. 61. Reporting <ul><li>Most likely, reporting of E&E will include: </li></ul><ul><ul><li>The range of activities in which your child was involved. Boxes will be ticked or crossed to indicate positives, negatives and areas for improvement during the semester </li></ul></ul><ul><ul><li>Will be simple </li></ul></ul>
  61. 62. Expectations <ul><li>Once a unit of work is commenced, students are expected to complete it, not enter or leave throughout the unit </li></ul><ul><li>Students show RESPECT to all other students in the class. Reminders (e.g. time out from class) will occur for disrespect (eg, talking when it was another’s turn) </li></ul><ul><li>In extreme cases, students will be sent back to their rooms </li></ul>
  62. 63. <ul><li>Questions or Queries </li></ul><ul><ul><li>Justin Marchesi </li></ul></ul><ul><ul><ul><ul><li>[email_address] </li></ul></ul></ul></ul>