A sampler of the next topics in Gifted Education:
Social / Emotional Needs
Testing and Assessment
Academic Acceleration
OverExcitabilities (OEs)
Underachievement
by Hoagies' Gifted Education Page
Go Out & Play! Geocaching and Other Great Outdoor Ideas for KidsCarolyn K.
Research shows that free time in nature offers huge benefits to kids. Better focus and fewer symptoms of ADHD, higher test scores, better social/emotional skills and self-esteem, better vision, and of course, better physical fitness... Why aren't we sending our kids outside to play?
For many of us, kids and adults alike, we need a "reason," a motivation to get off the computer and out the door. Geocaching provides that reason, while offering all the social and educational benefits of free time outside!
Beyond Academics: Social Emotional Needs of the GiftedCarolyn K.
Meet the social emotional needs of the gifted child. Gain awareness of those needs, how they differ from other children, and how they are the same. Gain insight into your own effect on those needs, as a teacher and/or as a parent.
Social & Emotional Sensitivities In Gifted ChildrenGiftedkids.ie
Dr. Colm O'Reilly, Director, the Irish Centre for Talented Youth and Catriona Fitzgerald, Academic Co-Ordinator, look at the complex area of social and emotional issues in gifted children during a webinar held on November 18th 2010.
Summary:
Framework for understanding Social and Emotional Development
Self Concept of the Gifted Child
Myths around this area
Multipotentiality
Underachievement
The way forward
Go Out & Play! Geocaching and Other Great Outdoor Ideas for KidsCarolyn K.
Research shows that free time in nature offers huge benefits to kids. Better focus and fewer symptoms of ADHD, higher test scores, better social/emotional skills and self-esteem, better vision, and of course, better physical fitness... Why aren't we sending our kids outside to play?
For many of us, kids and adults alike, we need a "reason," a motivation to get off the computer and out the door. Geocaching provides that reason, while offering all the social and educational benefits of free time outside!
Beyond Academics: Social Emotional Needs of the GiftedCarolyn K.
Meet the social emotional needs of the gifted child. Gain awareness of those needs, how they differ from other children, and how they are the same. Gain insight into your own effect on those needs, as a teacher and/or as a parent.
Social & Emotional Sensitivities In Gifted ChildrenGiftedkids.ie
Dr. Colm O'Reilly, Director, the Irish Centre for Talented Youth and Catriona Fitzgerald, Academic Co-Ordinator, look at the complex area of social and emotional issues in gifted children during a webinar held on November 18th 2010.
Summary:
Framework for understanding Social and Emotional Development
Self Concept of the Gifted Child
Myths around this area
Multipotentiality
Underachievement
The way forward
Gifted Students - What is Giftedness The Gifted Child Workshop Part 3Lakshmi Sharma
what is giftedness focuses on the child & gifted identity - gagne & Mahoney theories. Relates to the child as a whole & how that impacts the development of that child's giftedness.
Margaret Keane and Anna Giblin of Giftedkids.e present their webinar looking at the complex area of Dual Exceptionality - gifted children who present with learning or behavioural challenges.
Strategies for Empathy, Grit and Resilience Part 2 of 2Mann Rentoy
PART 1
of the Presentation of Mann Rentoy on
TRIED-AND-TESTED STRATEGIES TO DEVELOP Resilience, Empathy and Grit
Given on March 9, 2019
at the Immaculate conception Academy (ICA), Greenhills, San Juan City
www.mannrentoy.com
Email Mann Rentoy at info@mannrentoy.com
Strategies for Empathy, Grit and Resilience Part 1 of 2Mann Rentoy
PART 1
of the Presentation of Mann Rentoy on
TRIED-AND-TESTED STRATEGIES TO DEVELOP Resilience, Empathy and Grit
Given on March 9, 2019
at the Immaculate conception Academy (ICA), Greenhills, San Juan City
www.mannrentoy.com
Email Mann Rentoy at info@mannrentoy.com
Learning Through Play, The Old School WayLucinda Rush
Poster presentation at the Virginia Library Association Conference on October 23, 2014. This poster introduces new ideas for instructional design using game structures that students are already familiar with to teach information literacy concepts. It is well documented that millennials enjoy learning through collaboration with peers and self-exploration in a fast-paced, technology rich environment, and game-based instruction can be a great way to engage them in the classroom. While millennials are comfortable with technology and enjoy learning through video and web-based games, it is difficult for libraries with limited resources to compete with the expectations that students have based on their lifelong experiences with high-tech video games. Examples of non-technology based games that have been effective with undergraduates are provided. Specifically, a case study that the presenter conducted, of creating an innovative Candy Land based game to teach information ethics will is described. Student responses and assessment of student learning is shared.
This session offers insight into the socio-environmental characteristics of giftedness and the manner in which they impact the gifted learner in the educational and home environment. Resources for attending to socio-emotional needs in childhood and adolescence will be provided for parents in attendance.
Hoagies' Gifted: Testing and assessment of the GiftedCarolyn K.
What do the tests we give students mean? How can you compare scores across different measures? What do we need to know about intelligence, ability, and achievement testing? Find answers here!
Gifted Students - What is Giftedness The Gifted Child Workshop Part 3Lakshmi Sharma
what is giftedness focuses on the child & gifted identity - gagne & Mahoney theories. Relates to the child as a whole & how that impacts the development of that child's giftedness.
Margaret Keane and Anna Giblin of Giftedkids.e present their webinar looking at the complex area of Dual Exceptionality - gifted children who present with learning or behavioural challenges.
Strategies for Empathy, Grit and Resilience Part 2 of 2Mann Rentoy
PART 1
of the Presentation of Mann Rentoy on
TRIED-AND-TESTED STRATEGIES TO DEVELOP Resilience, Empathy and Grit
Given on March 9, 2019
at the Immaculate conception Academy (ICA), Greenhills, San Juan City
www.mannrentoy.com
Email Mann Rentoy at info@mannrentoy.com
Strategies for Empathy, Grit and Resilience Part 1 of 2Mann Rentoy
PART 1
of the Presentation of Mann Rentoy on
TRIED-AND-TESTED STRATEGIES TO DEVELOP Resilience, Empathy and Grit
Given on March 9, 2019
at the Immaculate conception Academy (ICA), Greenhills, San Juan City
www.mannrentoy.com
Email Mann Rentoy at info@mannrentoy.com
Learning Through Play, The Old School WayLucinda Rush
Poster presentation at the Virginia Library Association Conference on October 23, 2014. This poster introduces new ideas for instructional design using game structures that students are already familiar with to teach information literacy concepts. It is well documented that millennials enjoy learning through collaboration with peers and self-exploration in a fast-paced, technology rich environment, and game-based instruction can be a great way to engage them in the classroom. While millennials are comfortable with technology and enjoy learning through video and web-based games, it is difficult for libraries with limited resources to compete with the expectations that students have based on their lifelong experiences with high-tech video games. Examples of non-technology based games that have been effective with undergraduates are provided. Specifically, a case study that the presenter conducted, of creating an innovative Candy Land based game to teach information ethics will is described. Student responses and assessment of student learning is shared.
This session offers insight into the socio-environmental characteristics of giftedness and the manner in which they impact the gifted learner in the educational and home environment. Resources for attending to socio-emotional needs in childhood and adolescence will be provided for parents in attendance.
Hoagies' Gifted: Testing and assessment of the GiftedCarolyn K.
What do the tests we give students mean? How can you compare scores across different measures? What do we need to know about intelligence, ability, and achievement testing? Find answers here!
Hoagies' Gifted: Online Bargain Basement ReturnsCarolyn K.
Free online resources for preK-12 gifted differentiation, plus educator professional development | NAGC presentation by Kathi Kearney and Carolyn K. | Hoagies' Gifted Education Page
Bargain Basement: Professional DevelopmentCarolyn K.
Free online professional development resources for teachers, including training in gifted education and resources to use for differentiation with your gifted students | Hoagies' Gifted Education Page | Carolyn K. and Kathi Kearney
This is the program for the 20th Biennial World Conference of the World Council for Gifted and Talented Children. The conference is in Louisville, KY - USA, August 10-14, 2013.
WCGTC 2011- International Day of the Gifted - Celebrating Giftedness, Creativ...Leslie Graves
PP presentation of Photo qoute Project put together by members of the Global Gifted & Talented community for the first 'International Day of the Gifted'- Presented at the 19th World Conference of the World Council for Gifted and Talented Children- Prague.
Science & Arts Academy
1825 Miner Street
Des Plaines, Illinois 60016
(847) 827-7880
http://www.scienceandartsacademy.org
Science & Arts Academy is an independent, non-denominational, co-educational, not-for-profit day school for gifted students in Junior Kindergarten through eighth grade.
Victorious Kidss Educares organized parental workshop on 27th November 2015. This presentation includes how to improve students’ knowledge and how to build self esteem in children. To know more visit our website @ http://www.victoriouskidsseducares.org/ or Contact us : +91 9595853322
The Late Childhood ( The Intermediate Schooler)
INITIAL COGNITIVE CHARACTERISTICS
They greatly enjoy the cognitive abilities that they can now utilize.
Their thinking skills have become more effective as compared during their primary years.
Their school work is now more complicated.
Problem-solving has become an everyday part of their lives.
They now become very interested in talking about the future or even their potential careers.
They develop special interest in collections, hobbies and sports.
READING DEVELOPMENT
Children in this stage, is marked by a wide
application of word attack. They now have a wide
vocabulary. They are no longer into the fairy tales and magic type of stories but are more interested in longer and more complex reading materials such as fiction books.
ATTENTION
Older children have longer and more flexible attention span compared to younger children. Their span of attention is dependent on how much is required by the given task.
Workshop presented by Jeanne Hopkins, Department Chair & Professor of Early Childhood Development, Tidewater Community College, and Amanda Raymond, Disability Awareness Advocate, published author, parent of two children with autism. For more information e-mail jehopkins@tcc.edu.
Milestones are very often referred to as red flags. this chapter differentiates between the growth and development, deals with the body types and the factors of evelopment. The stages of development from infancy to middle childhood are dealt with in this chapgter. It also deals with the aspects of development
Final project for HDFS 2950 Introduction to Child Development: the physical, cognitive, and socio-emotional development of school-aged children and the implications for parenting.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
2. Hoagies’ Gifted Education Page
• The “all things gifted” page
– 1150+ pages = Overwhelming
– Site-wide search on every page!
• Not supported by advertising or
grants
– Affiliates programs
– Click on Shop Hoagies’ Page
• www.hoagiesgifted.org/shop.htm
3. Hoagies’ Gifted Education Page
• Facebook, LinkedIn, Twitter, Google+
– Research summaries
– Quick events and contests
– News
– Gifted Parent, Teacher & Professional
Q&A
– More…
4. What is Giftedness?
• IQ 130+ - two standard deviations
above “normal”
• Achievement 2+ grade levels above
age/grade
• Asynchronous Development
• Characteristics checklists
– Early development of verbal and
numeracy skills
– Early reading
5. Gifted = Asynchronous
Giftedness is asynchronous development in
which advanced cognitive abilities and
heightened intensity combine to create
inner experiences and awareness that are
qualitatively different from the norm. This
asynchrony increases with higher
intellectual capacity. The uniqueness of
the gifted renders them particularly
vulnerable and requires modifications in
parenting, teaching, and counseling in
order for them to develop optimally.
– The Columbus Group, 1991
6. Gifted 201
• Social / Emotional Needs
• Testing and Assessment
• Academic Acceleration
• OverExcitabilities (OEs)
• Underachievement
8. What do gifted children need?
• Academic needs
– Challenging curriculum
– Work with academic peers
• Social Emotional needs
– Unconditional adult acceptance
• Parents, teachers
– Friends with similar interests, intensities
• Learn and play with other children like them
• Know there are others like them – They are
NOT alone!
9. Gifted Friendships
• Significant differences found
between…
– average and gifted / highly gifted
children
– Girls and boys
• Girls friendship concepts appear 2 - 4 years
ahead of boys
• Most significant at 3rd grade, decreasing
later
10. Gifted Friendships
• No significant differences were found
between gifted and highly gifted
children, but…
• Significant differences found in small
sampling of exceptionally / profoundly
gifted children, compared to gifted /
highly gifted children…
– Very small sample – 34 eg/pg children
– More research needed
11. True Friends
• Someone at the same level of
friendship
– Shares interests of gifted child
– Maybe not the same age
• May even be an adult…
– Maybe not the same level of giftedness
– But these would be ideal…
• Sometimes difficult to find
– Even more difficult when outgrown!
12. How many friends?
• Average children tend to have more
friends
– Popularity counts
• Gifted children tend to have 1 or 2
deeper friendships
– Early change to considering friends
qualitatively
• And that’s OK!
13. Introvert
• Recharges alone, with self and
surroundings
– Prefers a small group to a party
– Enjoys spending time alone
• May find it difficult to share feelings
• Prefers to watch first, mentally
rehearse
• Strong sense of personal space
14. Extravert
• Recharges from being with others
– Enjoys a group rather than being
overwhelmed
– Drained by being alone
• Lets you know what he thinks and
feels
• Frequently interjects, doesn’t mind
interruptions
• Needs verbal input and approval
15. Shy or Outgoing?
• Not necessarily tied to introvert /
extravert
– Can be shy and extraverted, or
– Outgoing and introverted
• May be changed / outgrown
– Best not to force change
16. Multiple ages
• Physical age
– Eye development, hand coordination,
life experiences
• Mental age
– Academics, subjects of interest
– Asynchronous academic levels
• Emotional age
– Varies, usually in between…
• Spiritual age
17. Emotion…
“Emotion cannot be treated separately
from intellectual awareness or
physical development. All three
intertwine and influence each other.” -
- Annemarie Roeper, 1981
18. Emotional Age
• Usually between mental and physical
age
• Often closer to mental age than
physical age
• Varies, depending on activity,
situation, how tired… lots of factors
19. Emotional Support
• Model positive values
• Be optimistic
• Treat their concerns as real
• Volunteer…
– Food collection
– Animal rescue
– Reading programs
• Gear support to the child’s concerns
20. Difficult expectations
• Parents expectations are often closer
to mental age
– Sometimes punish the gifted for “acting
their age”
• “Current age” neon forehead sign!
• School expectations are almost
universally closer to physical age
– May punish the gifted for preferring
older students, curriculum, activities
• Hold back or worse, try to “fix” the child
21. Most Difficult Expectations
• The gifted child often expects far
more of himself than he can deliver
– 8 year old brain, working through 5 year
old hands… frustration!
– 11 year old social conscience in 6 year
old mind…
• Sees the injustice, but considered too young
to take action…
• Sometimes develops intense fears
22. Underachievement Mindset
• Teachers and parents may create
perfectionism / underachievement
– Early praise for being smart, rather than
for effort
– When things eventually get challenging,
kids think they can’t do it because they
aren’t smart enough!
23. Positive Praise
• Praise for effort, not result
– All kids should have to work at
academics
– Appropriate level work!
• Praise for specifics
– I like how you described the characters…
– Not general: Great job on the
assignment
24. Appropriate Difficulty
• ALL children need schoolwork that
challenges them
• Without challenge, gifted children
don’t get the same chance to learn…
– Hard work
– Study skills
– Failure, and recover from failure
25. Mindset, by Carol Dweck
• Fixed mindset
– I must be perfect (or people won’t like me)
– Failure = lack of competence or potential
– Don’t want to work to improve weakness
• Because it means admitting weakness!
• Variable mindset
– Failure is a chance to learn
• Hard work makes me smarter
26. The Wrong Thing…
• Forcing the gifted child to be
someone she is not may cause…
– Hiding her true “self”
– Perfectionism
– Underachievement
– Imposter syndrome
– Low self-esteem
– Depression, or worse
27. Gifted Children Need…
• To be children!
– Carefree and fun and safe
– Unconditional love of parents
• To be themselves!!
– Learn at their own level and pace
– Play their own games
– Accepted by friends, school, church,
society…
28. Outdoor Play!
• We had more outdoor free play time; Our
kids have more screen time
• Outdoor free play linked to Creativity, Self-esteem,
Independence & Autonomy,
Sensory development, Social interaction,
more!
• Lack of outdoor play linked to, ADHD
symptoms, violence and anti-social
behaviors
29. Internet Resources
• SENG (Supporting Emotional Needs of the
Gifted)
– SENGifted.org
• Hoagies’ Gifted Education Page
– Pages on Social Emotional, Underachiever,
Perfection, Imposter Syndrome, ….
– HoagiesGifted.org
• Stephanie Tolan
– Non-fiction articles, fiction for gifted children /
young adults
– StephanieTolan.com
30. Print Resources: Kids/Parents
• Smart Teens' Guide to Living with Intensity: How
to Get More Out of Life and Learning
• A Parent's Guide to Gifted Teens: Living with
Intense and Creative Adolescents
– Both by Lisa Rivero
• Being Smart About Gifted Children
– By Dona Matthews and Joanne Foster
• Gifted Kids Survival Guides (10 and under, Teen)
– Both by Judy Galbraith and Jim Delisle
• 101 Success Secrets for Gifted Kids
– By Christine Fonseca
31. Print Resources
• Counseling the Gifted and Talented
– Linda Silverman, editor
• Annemarie Roeper: Selected Writings
and Speeches
• Understanding Our Gifted
– Social/Emotional, Volume 14, Issue 3
• Mindset
– Carol Dweck
33. Testing…
• Grade level achievement tests
– State tests, nationally normed tests
– Out of grade level tests!
• Group ability tests
– Screening measures, to determine need
for further IQ testing
• Individual achievement tests
– WIAT, WJ-III, KTEA, PIAT
• Individual IQ tests
– WISC / WPPSI (gifted <age 6), SB-5,
WJ-III, DAS
34. Test Scores…
• Know your Standard Deviation!
– SD commonly equals 15…
• But not always!
• Gifted = average +/- 2 * SD
• Know your Margin of error!
– Ex: SEM = 3
• 68% chance score is within 3+/-
• 95% chance score is within 6+/-
35. Test Scores…
• Know your ceiling!
– 99th percentile is the ceiling
• Watch for single question misses that
dramatically lower the percentile
– IQ tests, know if child barely made 99th
percentile, or made it with many
questions to spare
• Look for supplemental scores: GAI,
Extended Scores
– Individual Achievement tests, ceiling
may be 12th or 16th grade
• Run “Mythical child” scores
36. WISC-IV Global Ability Index
• Publisher’s bulletin on Global Ability Index
(GAI)
– GAI removes Working Memory and Processing
Speed Index from calculation
• Do not assess what’s commonly included in gifted
programs
• Do not show the same 15 point standard deviation
– Published AFTER the WISC-IV
• Psychologists NOT notified after they purchase / train
37. WISC-IV Extended Norms
• Publisher’s bulletin on Extended
Norms
– Gives credit for correct answers above subtest
ceilings
– Used when child has 2+ 99th percentile (18 or
19) subtest scores
– Published LONG after the WISC-IV – February
2008
• Psychologists NOT notified after they purchase / train
38. Test scores…
• Same named scores on different
tests are usually NOT comparable
– Percentile, Standard Score, Age
equivalent…
• Scores on the same tests given by
school and private psychologists
often differ in scores**
– This doesn't mean parents “bought” the
score, but that psychologist had more
time to focus on the child, and more
experience assessing gifted children
**(retesting usually requires 12 month delay)
39. Achievement Test Scores
vs. Classroom Placement
• Curriculum Based Assessment
• Out of level Achievement Test
• Individual Achievement Test
– Compares to average students
• Group Achievement Test
– Tested grade level only
– Results: above, at or below grade
level.
Increasing value for
class placement...
40. Group Screening Measures
• Be aware…
– Normalization sample size
– Mean, deviation, and standard error
– Hard ceiling score
• GATES and others
– Survey – only as good as teacher-training
• SAGES and others
– Group test of both ability and achievement
41. Gifted AND Learning Disabled
• Can this be?
– Yes!
• Do these kids need to be identified?
– YES!
– They need appropriate work in their
areas of strength, AND appropriate
remediation or support in their areas of
weakness
• GT/LD kids are NOT average!
42. Resources
• Testing and Assessment
www.hoagiesgifted.org/testing.htm
• An Inventory of Tests
www.hoagiesgifted.org/tests.htm
• A Parent’s Guide to IQ Testing and
Gifted Education
amazon.com/exec/obidos/ASIN/0977109852/thehoagiesgifted
43. Resource Articles
• Why Test?
www.hoagiesgifted.org/why_test.htm
• What Do Tests Tell Us?
www.hoagiesgifted.org/tests_tell_us.htm
• Why Do My Child’s Test Scores Vary
From Test to Test?
www.hoagiesgifted.org/iq_varies.htm
45. 100 years of debate
• 100 years of Acceleration Research
– All positive
• 100 years of pre-service teacher education
– Acceleration isn’t mentioned at all!
• A Nation Deceived
– www.NationDeceived.org
– free two volume report
– Volume I – executive summary of accelerative
options
– Volume II – research to back up volume I
46. 100 years of debate
“Research continuously demonstrates the
positive impacts of the various forms of
acceleration. Yet the educational
establishment, especially at elementary and
middle school levels, remains skeptical
based on the implications of ruined scope
and sequence charts and ungrounded fears
of hampering healthy social-emotional
adjustment. …Voices in the field of gifted
education and psychology, spurred by
current and relevant studies, have
consistently sustained support for
acceleration, yet to little avail.”
-- F. Richard Olenchak, Ph.D., P.C. and Joyce
VanTassel-Baska, Ed.D. (A Nation Deceived)
47. 100 years of debate
• “Acceleration is one of the most curious
phenomena in the field of education. I can
think of no other issue in which there is
such a gulf between what research has
revealed and what most practitioners
believe. The research on acceleration is so
uniformly positive, the benefits of
appropriate acceleration so unequivocal,
that it is difficult to see how an educator
could oppose it.”
-- Professor James H. Borland of Teachers College -
Columbia University states (Colangelo, Assouline,
Gross, & 2004)
48. Myths
• Driver’s license
– So?
• Prom
– Kids go in groups anyway. Or skip it entirely.
• You’ll have GAPS! <Gasp!>
– Aren’t gaps a GOOD thing? That means they
have something to LEARN!
• You won’t be able to live in the dorm
• If we allow you to accelerate this year,
what will you do *next* year?
• You won’t be able to drink in college
– A good thing, in parents’ minds!
49. Myths
• A common argument against acceleration states that it
is undemocratic to grant one student special exceptions
over others. People get confused as to the purpose of
acceleration and feel it is only for the wealthy. The
purpose of education, however, is not to grant an
identical education to each student, but to grant equal
educational opportunities. Where a normal student may
get a tremendous education in the normal classroom, a
gifted student may learn very little. This is not equal.
Gifted students come from every background
imaginable. Acceleration benefits those from a lower
social economic status the most. Wealthy parents can
often provide supplemental opportunities for their child.
These may not be available to those without the means.
It is the responsibility of the public school system to
grant students equal educational opportunities. This is
not possible if acceleration is ignored.
50. Social Emotional Myths
• “According to multiple leaders in the field of
gifted education, the sooner a student is
accelerated, the better. The longer
acceleration is delayed the more likely a
student will become involved in a social
group. If the acceleration takes place
before he or she enters school, there is no
social adjustment period.”
-- Daniel Anderson, Myths and Misconceptions of
Acceleration, University of Oregon, 2008
www.eric.ed.gov
51. Social Emotional Myths
• “The myth says that students who
skip will rarely fit into society, the
reality shows that those very
students tend to lead American
Society to greater heights”
(Colangelo et al., 2004, A Nation
Deceived)
52. Social Emotional Myths
Competing with Myths about the Social
and Emotional Development of Gifted
Students by Tracy L. Cross, Gifted
Child Today. 2002 Summer.
sengifted.org/archives/articles/competing-with-
myths-about-the-social-and-emotional-
development-of-gifted-students
53. Social Emotional Myths
“Myth 1: Gifted students should be with
students their own age. …something
inappropriate or untoward will occur if
different age groups spend time together.
Some believers of this myth will claim that
research supports this point, but in fact
they are mistaken.
“In [Tracy Cross’s] research with Larry
Coleman, it is clear that gifted students
need opportunities to be together with their
intellectual peers, no matter what their age
differences (Coleman & Cross, 2001).”
54. Social Emotional Myths
• “Myth 2. Gifted students are better off if
they spend their entire school day amidst
same-age, heterogeneous classmates. If
we allow gifted students to be clustered
together through one of any means
available, they will be unable to get along
with others later in life. Gifted students, to
be happy, must become socially astute.
Becoming socially astute requires that
gifted students spend as much time as
possible in heterogeneous classrooms.
“Sacrificing learning and creating
frustration based on this myth is unethical,
in my opinion.”
55. Social Emotional Myths
“Myth 3. Being perfectly well rounded should be
the primary goal for gifted student
development. Please note the phrase, “perfectly
well rounded,” as opposed to “somewhat well-rounded.”
Many parents, teachers, and
administrators believe that it is their role to
ensure that gifted students are perfectly well-rounded.
To that end, they will encourage,
prod, goad, push, threaten, and yell at gifted
students to get them to spend less time
engaged in their passion areas...
Much of the research on successful gifted adults
has revealed that they spent considerable
amounts of time, often alone, in their passion
areas as children.”
56. Social Emotional Myths
“Myth 7. Being too smart in school is a problem, especially
for girls. This myth represents adults’ worries about their
own feelings of acceptance; concerns about fears
associated with standing out; the typical anti-intellectual
culture of schools; the reflection of society’s under
evaluation of high levels of achievement; and the oft
mentioned, intuitively based association of high levels of
intellectual ability with low levels of morality.
The consequence of this myth is the nurturing of incredibly
high percentages of our students who underachieve in
school. These behaviors and beliefs about self make
perfect sense when one perceives the mixed messages
about being gifted in their school’s social milieu. We must
provide support for these children as they navigate the
anti-intellectual contexts in which they spend much of
their time.
57. Social Emotional Myths
• “Over forty years ago, educators reported experiments
proving the effectiveness of a procedure that was seldom
used. Since then it has been tested on many groups. The
averages of these tests have almost always shown it to be
helpful, and have not shown it to be harmful. Leading
educators praise it highly and continually recommend that
it be used in conjunction with other procedures. Yet
despite the research and the respected professional
endorsements, only a small percentage of teachers permit
its use, even though when properly prescribed it would be
beneficial.”
• Durr’s proposal (1964) referred to research on accelerated
progression, conducted and disseminated 40 years earlier.
• W.K. Durr, The Gifted Student, as cited by Miraca Gross in her
keynote, From “the saddest sound” to the D Major chord: The
gift of accelerated progression.
58. Academic Myths
“Studies of the academic effects of acceleration provide strong
evidence of positive outcomes for accelerated students. A
best evidence synthesis of 81 studies, undertaken by Rogers
(1991), found significant academic effect sizes (ES > +.30)
for 9 of the 12 forms of acceleration studied. Interestingly,
of the three accelerative procedures for which significant
effect sizes were not found, two (concurrent enrollment and
Advanced Placement) involve the gifted student spending the
majority of his or her time in the mixed-ability classroom!
Academic effect sizes were largest for grade-skipping ( .78),
credit by examination (.75) and grade telescoping (.56).
When researchers compare academic outcomes for
accelerated and non-accelerated gifted students, the results
tend to favour accelerands over non-accelerands, regardless
of which accelerative modality is employed (Swiatek and
Benbow, 1991) and the academic advantages remain
apparent not only in adolescence and young adulthood but
even after many years (Cronbach, 1996).”
59. Types of Acceleration
• Early Admission to Kindergarten
• Early Admission to First Grade
• Grade-Skipping
• Continuous Progress
• Self-Paced Instruction
• Subject-Matter Acceleration/Partial
Acceleration
• Combined Classes
• Curriculum Compacting
• Telescoping Curriculum
60. Types of Acceleration
• Mentoring
• Extracurricular Programs
• Correspondence Courses (Distance
education)
• Early Graduation
• Concurrent/Dual Enrollment
• Advanced Placement Courses
• Credit by Examination
• Acceleration in College
• Early Entrance into Middle School, High
School, or College
61. Grade-Skipping
• Also know as Full grade acceleration
• Most thoroughly researched option for
acceleration
– ALL RESULTS POSITIVE!
• Best years to skip
– Early entrance to K or 1st
– 2nd grade when reading and math are already
mastered
– Middle school
– Natural break in schooling
• When all kids move to a new school together
62. Academic Advocacy
• Academic Advocacy for Gifted Children: A
Parent's Complete Guide
– By Barbara (Bobbie) Gilman
– (Formerly titled Empowering Gifted Minds:
Educational Advocacy That Works)
– “the definitive manual on gifted advocacy for
gifted students. The author tells parents and
teachers how to document a child's abilities to
provide reasonable educational options year by
year. This book provides imperative information
on testing considerations, curriculum, successful
programs, and planning your child's education”
63. Iowa Acceleration Scale
• Iowa Acceleration Scale: A Guide for
Whole-grade Acceleration (K-8)
– Research based evaluation of evidence
– Not a test, but uses existing scores from tests
– Combines questions for school, teachers, parents
– Turns emotional choice into quantitative decision
– “A tool to help schools make effective decisions
regarding a grade-skip.”
– Guides a child study team (including educators,
teachers, parents, and other professionals)
through a discussion of the academic and social
characteristics of the student.”
65. What are OverExcitabilities?
• Polish psychiatrist and psychologist
Kazimierz Dabrowski (1902–1980)
• Translated and continued by
psychologist Michael Piechowski
• Over-excitabilities (OEs) or
"superstimulatabilities“
• The gifted are extremely sensitive in
a variety of areas
66. What are OverExcitabilities?
• Stimulus-response difference from
the norms
• In these 5 areas a person reacts
more strongly than normal for a
longer period than normal to a
stimulus that may be very small
• Not just psychological factors but
central nervous system sensitivity
68. Psychomotor OE
• Lots of physical energy and
movement
• Fast talking
• Lots of gestures
• Sometimes nervous tics
• May have trouble smoothing out the
mind's activities for sleep
69. Psychomotor Strategies
• Allow time for physical and/or verbal
activity
• Be sure the physical or verbal
activities are acceptable and not
distracting to those around them
• Provide time for spontaneity and
open-ended, freewheeling activities
70. Sensual OE
• Love for sensory things / hate for
“bad” sensory experiences
– Tags in shirt, seams in socks, “rough”
clothes, stickers!
– Sensitive to bright lights, loud or harsh
noises
– aesthetic awareness - the child who is
moved to tears at a beautiful sunset
71. Sensual OE
• Hates loud classrooms / gyms /
concerts
• Prefers (requires) blankie with satin
binding
• Loves / hates foods based on texture
(or color)
72. Sensual Strategies
• Create an environment which
comforts and limits offensive stimuli
• Provide opportunities for limelight by
giving unexpected attention, or
facilitating creative and dramatic
productions with audience
• Provide time for delight of the sensual
and soothing
73. Imaginational OE
• Dreamers, poets, “space cadets”
• Strong visual thinkers
• Use metaphorical speech
• Remember their dreams, react
strongly to them
• Believe in magic
74. Imaginational OE
• Strong fantasy life / interest
• Imaginary friends
• May write stories or draw instead of
doing seatwork or participating in
class discussions
75. Imaginational Strategies
• Help to differentiate between
imagination and real world, place a
stop sign in their mental videotape, or
write or draw the factual account first
• Help them use their imagination to
function in the real world and promote
learning and productivity, create their
own organization system
76. Intellectual OE
• Traditional gifted kids
• A strong “logical imperative”
• Love brain teasers and puzzles
• Complex reasoning, figuring things
out
• Love of learning!
77. Intellectual OE
• Strong readers and observers
• Strong concerns about moral and
ethical issues
• Impatient with those who cannot keep
their intellectual pace
78. Intellectual Strategies
• Respect / show how to find the
answers to questions
• Provide or suggest ways for those
interested in moral and ethical issues
to act upon their concerns
• Help them see how their intent may
be perceived as cruel or disrespectful
79. Emotional OE
• Intensity of emotion, with a broad
range of emotions
• Need deep connections with people
and animals
• Empathy and compassion
• Easily offended / betrayed by typical
friendship patters of other kids
80. Emotional OE
• Cries at movies
• Boys prefer girls for friends
– Girls less likely to pick on them for
emotional responses
• Searching for “true friend” at very
young age
81. Emotional Strategies
• Accept all feelings, regardless of
intensity
• Teach individuals to recognize and
anticipate physical and emotional
responses and prepare for them
82. Overexcitability Strategies
• Discuss Overexcitabilities!
• Focus on positives
– Benefits include being energetic,
enthusiastic, sensual, aesthetic, curious,
loyal, tenacious, moral, metacognitive,
integrative, creative, metaphorical,
dramatic, poetic, compassion-ate,
empathetic, and self-aware
83. Overexcitability Strategies
• Celebrate diversity
• Teach clear verbal and nonverbal
communication
• Teach stress management from
toddlerhood
• Create a safe, comforting environment
84. Dabrowski…
• “Emotional (affective), imaginational
and intellectual overexcitability are
the richer forms. If they appear
together they give rich possibilities of
development and creativity” (1972)
86. Overexcitabilities are Not…
• An excuse for bad behavior
– We must help the gifted child learn to
deal with his OEs while not giving up his
“self”
• Something we can ignore
– They are very real, and as adults, we’ve
learned ways to deal with them
– We must help the kids learn, too
87. Resources
• Dabrowski's Theory of Positive
Disintegration by Elizabeth Mika
– hoagiesgifted.org/positive_disint.htm
• Bill Tiller’s Theory of Positive
Disintegration
– positivedisintegration.com
88. Resources
• Dabrowski's Over-excitabilities:
A Layman's Explanation by
Stephanie S. Tolan
– stephanietolan.com/dabrowskis.htm
• Living & Learning with Dabrowski's
Overexcitabilities by Cindy Strickland
(teaching unit for middle school kids)
– hoagiesgifted.org/living_with_oes.htm
89. Resources
• Living With Intensity: Understanding the
Sensitivity, Excitability, and the Emotional
Development of Gifted Children,
Adolescents, and Adults
– amazon.com/exec/obidos/ASIN/091070
7898/thehoagiesgifted
• Off the Charts: Asynchrony and the
Gifted Child
– rfwp.com/book/off-the-charts-asynchrony-
and-the-gifted-child
91. Underachievement
• “…underachievement is defined as
performance in class at a level
significantly below that which is
predicted by the child’s performance
on standardized tests of achievement
in the subject area under
consideration, or general academic
achievement at a level significantly
below that which is predicted by the
student’s intelligence quotient”
(Gross, Exceptionally Gifted Children,
1993)
92. Underachievement Is…
• First and foremost, a behavior and as
such, it can change over time [*not 2e]
• Content and situation specific
• In the eyes of the beholder
• Tied intimately to self-concept
development
(Underachieving Gifted Students, ERIC
digest #E478, James Delisle and Sandra
Berger)
94. Characteristics
• Poor Self-perception
• Low Goal Orientation
• Poor Peer Relations
• Difficult Authority Relationships
• External Locus of Control
• Flat or explosive Emotional
Expression
95. Supportive Strategies
• Classroom techniques and designs that
allow students to feel they are part of a
"family," versus a "factory," include
methods such as holding class meetings to
discuss student concerns; designing
curriculum activities based on the needs
and interests of the children; and allowing
students to bypass assignments on
subjects in which they have previously
shown competency.
96. Supportive Strategies (Family)
• Gifted children thrive in a mutually
respectful, nonauthoritarian, flexible,
questioning atmosphere. They need
reasonable rules and guidelines, strong
support and encouragement, consistently
positive feedback, and help to accept
some limitations
• Provide a wide variety of opportunities for
success, a sense of accomplishment, and
a belief in themselves
97. Intrinsic Strategies
• Incorporate the idea that students' self-concepts
as learners are tied closely to
their desire to achieve academically. Thus,
a classroom that invites positive attitudes
is likely to encourage achievement. In
classrooms of this type, teachers
encourage attempts, not just successes;
they value student input in creating
classroom rules and responsibilities; and
they allow students to evaluate their own
work before receiving a grade from the
teacher.
98. Intrinsic Strategies (Family)
• It is important that parents and teachers see
intellectual development as a requirement for
these children, and not merely as an interest,
a flair, or a phase they will outgrow
• "an intellectually gifted child will not be happy
and complete until he is using intellectual
ability at a level approaching full capacity…”
Judith Wynn Halstead, Guiding Gifted
Readers (Some of my Best Friends Are
Books)
99. Remedial Strategies
• Teachers recognize that students are not
perfect - that each child has specific
strengths and weaknesses as well as
social, emotional and intellectual needs.
Students are given chances to excel in
their areas of strength and interest while
opportunities are provided in specific areas
of learning deficiencies. This remediation
is done in a “safe” environment in which
mistakes are considered a part of learning
for everyone, including the teacher.
100. Remedial Strategies (Family)
• Avoid discouraging their children by
domination, insensitivity, silence, or
intimidation. Discouraging comments, such
as "If you're so gifted, why did you get a
D?''
• Avoid comparing children with others
• Show children how to function in
competition and how to recover after
losses
101. Remedial Strategies (Family)
• Study-skills courses, time-management
classes, or special tutoring may be
ineffective
– only if the student is willing and eager, and the
teacher is chosen carefully
• Special tutoring for the concerned student
experiencing short-term academic difficulty
• Courses or tutors who do not understand
the student may do more harm than good
102. Gifted / Learning Disabled (2e)
• “Recognition of learning disabilities
among the highly gifted is made
extremely difficult by virtue of their
ability to compensate”
(Silverman, Uniquely Gifted, 2000)
103. Compensation
• Compensation is inconsistent
– Health - Stress
– Sleep - Distraction
– Nutrition (dieting)
• These kids are NOT lazy or unmotivated
– When they fail, they assume this is “normal”
– When they succeed, others assume this is
“normal”
104. Allow to be Gifted!
• “Children with learning disabilities,
behavior disorders, or other types of
school problems who are also gifted
in one or more areas must be allowed
to be gifted in their areas of strength
while they receive assistance in their
areas of need.”
(Winebrenner, Uniquely Gifted, 2000)
105. 2e Resources
• Misdiagnosis And Dual Diagnoses Of Gifted
Children And Adults: ADHD, Bipolar, OCD,
Asperger's, Depression, And Other Disorders by
James T. Webb, Edward R. Amend, Nadia E.
Webb, Jean Goerss, Paul Beljan, F. Richard
Olenchak, and Sharon Lind
• The Mislabeled Child: How Understanding Your
Child's Unique Learning Style Can Open the Door
to Success by Brock Eide and Fernette Eide
• Different Minds: Gifted Children With AD/HD,
Asperger Syndrome, and other Learning Deficits
by Deirdre V. Lovecky
106. 2e Resources
• 2e Twice-Exceptional Newsletter
directed squarely at the intersection
of giftedness and learning difficulties…
www.2enewsletter.com
• Spotlight on 2e
– Easy-to-read booklets on 2e topics…
• Understanding your Twice-Exceptional Student (for
educators)
• Parenting Your Twice-Exceptional Child (for parents)
• Twice Exceptional
www.hoagiesgifted.org/twice_exceptional.htm
107. Twice Exceptional Needs…
• Need higher level thinking
• Need LD support / special education
• Need to learn
– Content
– Skills
– Self-esteem
• Need to be themselves!
108. Strategies
• To prevent or reverse underachievement,
schools need to provide supportive
strategies, intrinsic strategies, and
remedial strategies.
• The strategies include accommodations to
students' learning styles, focusing on
students' interests, and affirming students
as individuals with special needs and
concerns
109. Can Be Reversed!
• Underachievement is made up of a
complex web of behaviors, but it can
be reversed by parents and
educators who consider the many
strengths and talents possessed by
the students who may wear this label
(Underachieving Gifted Students, ERIC
digest #E478, James Delisle and Sandra
Berger)