1. GIFTED 101 An introduction to education for gifted and talented students Presented by: Beth Brubaker EDUFEST 2011 [email_address]
2. Like Captured Fireflies In her classroom our speculations ranged the world She aroused us to book waving discussions. Every morning we came to her carrying new truths, new facts, new ideas Cupped and sheltered in our hands like captured fireflies. When she went away a sadness came over us,
3. But the light did not go out. She left her signature upon us The literature of the teacher who writes on children’s minds. I’ve had many teachers who taught us soon forgotten things, But only a few like her who created in me a new thing, a new attitude, a new hunger.
4. I suppose that to a large extent I am the unsigned manuscript of that teacher. What deathless power lies in the hands of such a person. ~John Steinbeck California Teachers Association Journal October, 1957
11. A high IQ score is a good predictor of real-world accomplishment. MYTH
12. The gifted are puny, introverted, emotionally unstable persons. MYTH
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14. Teachers are better at identifying giftedness than a child’s peers or parents. MYTH
15. Reality Labeling a child “gifted” may lead to special treatment and special problems.
16. “ The key issue is not whether a child is gifted or not gifted. Those labels are useful to us only in the sense that they (a) create an awareness that there exists a population of students whose exceptional abilities differentiate them from the rest of the student population and (b) suggest some characteristics which we should attend to in planning educational programs for those children.” Carolyn Callahan
17. Reality Gifted individuals from racial and ethnic minorities and of low socioeconomic status are less likely to be identified.
21. Definitions of Giftedness Marland Report: U.S. Office of Education: Gifted and talented children are those identified by professionally qualified persons who, by virtue of outstanding abilities, are capable of high performance. These are children who require differentiated educational programs and/or services beyond those normally provided by the regular school program in order to realize their contribution to self and society (p.IX)
22. Definitions of Giftedness State of Idaho: … those children possessing demonstrated or potential abilities that give evidence of high performing abilities in intellectual, academic, leadership, creativity, and visual or performing arts.
23. Definitions of Giftedness Susan Richert: “ There are no gifted children, only children with potential for giftedness. Being gifted means making (as an adult) an original contribution to one’s field.”
74. Creativity Refuses to Accept Authority Non-Conforming Stubborn Argumentative Curiosity Asynchronous Development Characteristics of Gifted/Talented Students
75. Traits, Aptitudes, and Behaviors Adapted from: Frasier & Passow, 1994 Humor Conveys and picks up on humor. Problem-Solving Ability Effective, often inventive, strategies for recognizing and solving problems. Communication Skills Highly expressive and effective use of words, numbers, and symbols. Motivation Evidence of desire to learn. Interests Intense (sometimes unusual) interests. Inquiry Questions, experiments, explores. Memory Large storehouse of information on school or non-school topics. Insight Quickly grasps new concepts and makes connections; senses deeper meanings. Imagination/ Creativity Produces many ideas; highly original. Reasoning Logical approaches to figuring out solutions.
86. Are They Gifted? a simulation 1. Albert Wright 2. Elaine Hawkins 3. Kiyoshi Yamashita Kiyoshi Yamashita 4. Mary hall 5. Mike Grost 6. Sam Edder 7. William Horn Abraham Lincoln Isadora Duncan Eleanor Roosevelt Mike Grost Albert Einstein Bill Bradley
90. STARTLING STATEMENTS #1 Research revealed that _____ % Of the fourth graders tested could attain a score of 80% or higher in Math even before they opened their books in September. Similar findings were published in Social Studies with tenth graders and in Science with both fourth and tenth graders.
91. STARTLING STATEMENTS #1 Research revealed that _60_____ % Of the fourth graders tested could attain a score of 80% or higher in Math even before they opened their books in September. Similar findings were published in Social Studies with tenth graders and in Science with both fourth and tenth graders.
92. STARTLING STATEMENTS #2 Research showed that _______% Of average readers in 5 th and 6 th grade could pass pretests on basal comprehension skills before the skills were covered in class. Accuracy levels were 92% for average students and 93% for those above average.
93. STARTLING STATEMENTS #2 Research showed that ___ 78-88 __% Of average readers in 5 th and 6 th grade could pass pretests on basal comprehension skills before the skills were covered in class. Accuracy levels were 92% for average students and 93% for those above average.
94. STARTLING STATEMENTS #3 At the National Research Center for Gifted and Talented at the University of Connecticut, research revealed that most elementary teachers can forego ____________ % Of the basal regular curriculum for targeted students in the general population.
95. STARTLING STATEMENTS #3 At the National Research Center for Gifted and Talented at the University of Connecticut, research revealed that most elementary teachers can forego __ 40-50 __________% Of the basal regular curriculum for targeted students in the general population.
96. STARTLING STATEMENTS #4 At the National Research Center for Gifted and Talented at the University of Connecticut, researchers found that in both Language Arts and Math, many bright youngsters are able to bypass as much as _____________% of the regular curriculum.
97. STARTLING STATEMENTS #4 At the National Research Center for Gifted and Talented at the University of Connecticut, researchers found that in both Language Arts and Math, many bright youngsters are able to bypass as much as ___ 70 __________% of the regular curriculum.
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100. STARTLING STATEMENTS #6 ______ (number) States do NOT require the identification of gifted students. Idaho DOES require identification!.
101. STARTLING STATEMENTS #6 __ 18 ____ (number) States do NOT require the identification of gifted students. Idaho DOES require identification!
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104. STARTLING STATEMENTS #12 _______________________ (number) of gifted students in public elementary and secondary schools in the United States in 2000. (National Center for Education Statistics)
105. STARTLING STATEMENTS #12 There were ____ 2,926,034__ (number) gifted students in public elementary and secondary schools in the United States in 2000. (National Center for Education Statistics)
106. STARTLING STATEMENTS #13 Gifted students comprise, or make up, ________% of the total public school enrollment in the United States.
107. STARTLING STATEMENTS #13 Gifted students comprise, or make up, ___ 6.3 _____% of the total public school enrollment in the United States.
108. STARTLING STATEMENTS #14 Dropout rates among the gifted reach as high as ________% of the total dropout rate.
109. STARTLING STATEMENTS #14 Dropout rates among the gifted reach as high as ______ 30 __% of the total dropout rate.
110. STARTLING STATEMENTS #16 Less than ______ cents out of every federal dollar spent for education funds programs for gifted.
111. STARTLING STATEMENTS #16 Less than ____ 2 __ cents out of every federal dollar spent for education funds programs for gifted. CHANGE: 2011=JAVITTS GRANT REMOVED=$0.00
112. STARTLING STATEMENTS #17 In 2006, Congress appropriated $______________ In the Jacob Javitts Gifted and Talented Act.
113. STARTLING STATEMENTS #17 In 2006, Congress appropriated $ 9.6million _ In the Jacob Javitts Gifted and Talented Act. CHANGE: 2011=JAVITTS GRANT REMOVED=$0.00
114. STARTLING STATEMENTS #18 When teachers trained in curriculum modification for gifted students eliminated as much as ________% of the regular curriculum for gifted students, NO differences in the out-of-level achievement test results were found compared to pretest scores.
115. STARTLING STATEMENTS #18 When teachers trained in curriculum modification for gifted students eliminated as much as ____ 50 ____% of the regular curriculum for gifted students, NO differences in the out-of-level achievement test results were found compared to pretest scores.
116. STARTLING STATEMENTS #19 Research conducted at the University of Connecticut National Research Center on Gifted and Talented found that NO curriculum modifications are being made for the gifted in __________% of classrooms across the country.
117. STARTLING STATEMENTS #19 Research conducted at the University of Connecticut National Research Center on Gifted and Talented found that NO curriculum modifications are being made for the gifted in ____ 85 ______% of classrooms across the country.
118. STARTLING STATEMENTS #22 The Idaho Legislature formerly provided $____________ training grant money for teachers, parents, administrators, and counselors to learn about gifted students. This has now been eliminated .
119. STARTLING STATEMENTS #22 The Idaho Legislature formerly provided $__ 500,000 __________ training grant money for teachers, parents, administrators, and counselors to learn about gifted students. This has now been eliminated
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126. Individual Educational Programming Guide—The Compactor Curriculum Areas to Be Considered for Compacting Procedures for Compacting Basic Materials Acceleration and/or Enrichment Activities
132. Individual Educational Programming Guide—The Compactor Curriculum Areas to Be Considered for Compacting Procedures for Compacting Basic Materials Acceleration and/or Enrichment Activities
135. Individual Educational Programming Guide—The Compactor Curriculum Areas to Be Considered for Compacting Procedures for Compacting Basic Materials Acceleration and/or Enrichment Activities
146. Push me! See how far I go! Work me ‘til I drop. Then pick me up. Open a door, and then make me run to it before it closes. Teach me so that I might learn, Then let me enter the tunnel of experience alone. And when, near the end, I turn to see you beginning another’s journey, I shall smile. ~Kathleen, age 14
149. Renzulli Learning matches students’ interests and learning styles to hundreds of enriched, challenging opportunities on-line. All of the activities and options in the Renzulli Learning System are based on The Enrichment Triad Model, which has been cited as the most widely used plan for enrichment and talent development in the world. What is Renzulli Learning? http:// renzullilearning.com /
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155. Types of Differentiation in Which Target Gifted Students Were Involved No Differentiation Advanced Content Advanced Process Advanced Product Indep. Study w/ Assigned Topic Indep. Study w/ Self-selected Topic Other Differentiation
158. Students should feel proud that they have a question, rather than pleased that they have the answer. ~Janice Szabos 1995 Pieces of Learning Active Questioning
180. NAGC Gifted Program Standards Aiming for Excellence: Annotations to the NAGC Pre-K-Grade 12 Gifted Program Standards www.nagc.org In 1998, NAGC developed and released the Pre-K -- Grade 12 Gifted Program Standards designed to assist school districts in examining the quality of their programming for gifted learners.Recognizing that the on-going evaluation and re-tooling of a successful gifted program is an evolutionary process, the NAGC Standards detail a framework including both minimum standards (nominal requirements for satisfactory programs) and exemplary standards (characteristics of excellence in gifted education programming).
184. Each time we steal a student’s struggle, we steal the opportunity to build self-confidence. They must learn to do hard things to feel good about themselves. Self-confidence comes from being successful at something we perceive as difficult. *Susan Winebrenner
185. Students who achieve A’s based on what they have already learned are gaining daily practice in underachievement. ~Linda Silverman
187. “ There is nothing more unequal than the equal treatment of unequal people.” ~Thomas Jefferson
188. Gifted programs do not cause an elitist attitude. In fact, the gifted program may be the first time a highly-capable student is truly challenged, which is a very humbling experience.
191. Hot Topics Grades Elitism Acceleration Mastery Standardized testing Underachievement
192. A Nation Deceived: How Schools Hold Back America’s Brightest Students ~The John Templeton Foundation 2004 The research is clear: when it comes to meeting the needs of gifted students, acceleration is effective and needs to be the cornerstone of a gifted program.
193. Prof. Dumbledore: It is our choices, Harry, that show what we truly are, far more than our abilities. J. K. Rowling Harry Potter and The Chamber of Secrets
194. “ If you want to leave footprints in the sands of time, you’d better wear work boots.” ~Thomas Edison
195. A Hero Lies in Wait Sitting in every one of those desks is pure, unbridled potential I must look for the tiniest spark of a clue, though it may seem inconsequential And despite the behaviors that mask what’s there, what’s there is mine to reveal
196. I must look beyond and see inside to all they think and feel What’s inside the quiet mind? A philosopher? A writer? And what’s inside the rebellious one? I’ll never know if I fight her. Which one will be the doctor who may someday cure a disease?
197. And which will be the adventurer who will one day sail on the breeze? And who will be the motherly one who cares for her children’s needs? Which will be the philanthropist helping through unselfish deeds? Who will be the mechanic, the attorney, or the pilot?
198. Who will climb the rainbow in search of indigo and violet? I have to remind myself each day, so emotions will not lead my mind astray That inside of every student I teach a hero lies in wait And the way I treat each one today will help to mold that fate. ~taken from Seven Simple Secrets: What the Best Teachers Know and Do
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