Meaning, Definition, Characteristics, Causes or Factors Affecting Giftedness, Types of Giftedness, Tools for Identification and Assessment of Giftedness.
These are learners between the ages of four and twenty-one whose abilities, talents, and potential for accomplishment are so exceptional or developmentally advanced that they require special provisions to meet their educational programing needs.
You can email me martzmonette@yahoo.com for inquiry. You can send me a request stating your purpose for the need to have a copy of this presentation. Thank you very much!
These are learners between the ages of four and twenty-one whose abilities, talents, and potential for accomplishment are so exceptional or developmentally advanced that they require special provisions to meet their educational programing needs.
You can email me martzmonette@yahoo.com for inquiry. You can send me a request stating your purpose for the need to have a copy of this presentation. Thank you very much!
Information & Resources Guide
Gifted and Talented Students
___
by David Haberlah and Chanel Loveridge
Gifted and talented children are characterised by outstanding abilities and potential for high performance. The realisation of these talents however requires differentiated educational intervention and support.
Document access: https://docs.google.com/document/d/1vgaJrsaByKaTHuoGbizWM7PfDq3Kh1UEkkIonvZ3iCU/pub
The presentation was created to introduce the concepts of diversity and inclusive education to teachers of a secondary school located in a far-flung area. The whole activity was part of the extension project of the college.
Legal bases of special and inclusive educationFlipped Channel
If you happen to like this powerpoint, you may contact me at flippedchannel@gmail.com
I offer some educational services like:
-powerpoint presentation maker
-grammarian
-content creator
-layout designer
Subscribe to our online platforms:
FlippED Channel (Youtube)
http://bit.ly/FlippEDChannel
LET in the NET (facebook)
http://bit.ly/LETndNET
Education of Gifted Children remains one of the most neglected area of our Education System. The rapid progress of Science, Technology & Research has clearly highlighted it's need & importance. This Presentation intends to create general awareness about Giftedness among Parents, Teachers & Administrators of Schools.
Information & Resources Guide
Gifted and Talented Students
___
by David Haberlah and Chanel Loveridge
Gifted and talented children are characterised by outstanding abilities and potential for high performance. The realisation of these talents however requires differentiated educational intervention and support.
Document access: https://docs.google.com/document/d/1vgaJrsaByKaTHuoGbizWM7PfDq3Kh1UEkkIonvZ3iCU/pub
The presentation was created to introduce the concepts of diversity and inclusive education to teachers of a secondary school located in a far-flung area. The whole activity was part of the extension project of the college.
Legal bases of special and inclusive educationFlipped Channel
If you happen to like this powerpoint, you may contact me at flippedchannel@gmail.com
I offer some educational services like:
-powerpoint presentation maker
-grammarian
-content creator
-layout designer
Subscribe to our online platforms:
FlippED Channel (Youtube)
http://bit.ly/FlippEDChannel
LET in the NET (facebook)
http://bit.ly/LETndNET
Education of Gifted Children remains one of the most neglected area of our Education System. The rapid progress of Science, Technology & Research has clearly highlighted it's need & importance. This Presentation intends to create general awareness about Giftedness among Parents, Teachers & Administrators of Schools.
Gifted Students - Identifying Giftedness The Gifted Child Giftedness Works...Lakshmi Sharma
Identifying Giftedness - Focuses on the traits I identified in my child & the common traits of giftedness. Explains the available & common tests of giftedness - IQ tests for children. Gagne's model & explanation.
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.
Defining GiftedThere are many definitions of giftedness, none of.docxrobert345678
Defining Gifted
There are many definitions of giftedness, none of which are universally agreed upon. Depending on the context, definitions often guide and influence key decisions in schools such as determining the eligibility and criteria for gifted education programs and services, what areas of giftedness will be addressed (e.g., specific abilities in a subject area such as math), and when the services will be offered.
Children who are gifted are defined as those who demonstrate an advanced ability or potential in one or more specific areas when compared to others of the same age, experience or environment. These gifted individuals excel in their ability to think, reason and judge, making it necessary for them to receive special educational services and support to be able to fully develop their potential and talents.
Gifted children come from all different racial and ethnic backgrounds, as well as economic status. While no two gifted children are the same, many share common
gifted characteristics and traits
Traits of Giftedness
No gifted individual is exactly the same, each with his own unique patterns and traits. There are many traits that gifted individuals have in common, but no gifted learner exhibits traits in every area. This list of traits may help you better understand whether or not your child is gifted.
Cognitive
Creative
Affective
Behavioral
Keen power of abstraction
Interest in problem-solving and applying concepts
Voracious and early reader
Large vocabulary
Intellectual curiosity
Power of critical thinking, skepticism, self-criticism
Persistent, goal-directed behavior
Independence in work and study
Diversity of interests and abilities
Creativeness and inventiveness
Keen sense of humor
Ability for fantasy
Openness to stimuli, wide interests
Intuitiveness
Flexibility
Independence in attitude and social behavior
Self-acceptance and unconcern for social norms
Radicalism
Aesthetic and moral commitment to self-selected work
Unusual emotional depth and intensity
Sensitivity or empathy to the feelings of others
High expectations of self and others, often leading to feelings of frustration
Heightened self-awareness, accompanied by feelings of being different
Easily wounded, need for emotional support
Need for consistency between abstract values and personal actions
Advanced levels of moral judgment
Idealism and sense of justice
Spontaneity
Boundless enthusiasm
Intensely focused on passions—resists changing activities when engrossed in own interests
Highly energetic—needs little sleep or down time
Constantly questions
Insatiable curiosity
Impulsive, eager and spirited
Perseverance—strong determination in areas of importance
High levels of frustration—particularly when having difficulty meeting standards of performance (either imposed by self or others)
Volatile temper, especially related to perceptions of failure
Non-stop talking/chattering
Source: Clark, B. (2008).
Growing up gifted (7th ed.) Upper Saddle .
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!
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
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.
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.
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.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
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.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
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
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
2. Who is Gifted and
Talented?
Gifted: having extraordinary
intellectual ability and creativity
Talented: having exceptional skills
and ability in a specific area such as art,
music, science, and language
4. "The term ‘gifted and talented,” when
used with respect to students, children, or
youth, means students, children, or youth
who give evidence of high achievement
capability in such areas as intellectual,
creative, artistic, or leadership capacity, or in
specific academic fields, and who need
services or activities not ordinarily provided
by the school in order to fully develop those
capabilities.“
1: Federal Definition
5. 2: New Proposed Definition of Outstanding
Talent
Children and youth with outstanding talent perform or show the
potential for performing at remarkably high levels of accomplishment
when compared with others of their age, experience, or environment.
These children and youth exhibit high performance capability in
intellectual, creative, and/or artistic areas, possess an unusual leadership
capacity, or excel in specific academic fields.
They require services or activities not ordinarily provided by the
schools. Outstanding talents are present in children and youth from all
cultural groups, across all economic strata, and in all areas of human
endeavor.
6. 3: Renzulli’s Three- Trait Definition
Renzulli’s (1978) definition of giftedness is based on an interaction
among three basic clusters of human traits:
(a) Above-average general abilities: Within the above average
abilities Renzulli makes a difference between general abilities (like
processing information, integrating experiences, and abstract thinking)
and specific abilities (like the capacity to acquire knowledge, perform in
an activity).
(b) A high level of task commitment: Under task commitment he
understands motivation turned into action (like perseverance,
endurance, hard work, but also self-confidence, perceptiveness and a
special fascination with a special subject). Renzulli argues that without
task commitment high achievement is simply not possible.
(c) Creativity: By creativity Renzulli understands the fluency, flexibility,
and originality of thought, an openness to experience, sensitivity to
stimulations, and a willingness to take risks.
9. According to McAlpine & Reid, 1996, the
characteristics of gifted and talented students can
be studied in various sections:
1. Learning Characteristics
2. Self- Determination Characteristics
3. Creative thinking Characteristics
4. Social Leadership Characteristics
5. Motivational Characteristics
10. Learning Characteristics
displays logical and analytical thinking
is quick to see patterns and relationships
masters information quickly
strives for accurate and valid solutions to problems
easily grasps underlying principles
likes intellectual challenge
jumps stages in learning
seeks to redefine problems, pose ideas, and formulate
hypotheses
finds as well as solves problems
reasons things out for her or himself
formulates and supports ideas with evidence
can recall a wide range of knowledge
independently seeks to discover the why and how of things
11. is sceptical of authoritarian pronouncements
questions arbitrary decisions
pushes teachers and adults for explanations
displays a precocious interest in 'adult' problems
is reluctant to practice skills already mastered
is easily bored with routine tasks
expresses ideas, preferences, and opinions forthrightly
relates well to older children and adults, and often prefers their company
asks searching questions
Self- Determination Characteristics
12. Creative thinking Characteristics
produces original ideas
displays intellectual playfulness, imagination, and fantasy
creates original texts or invents things
has a keen sense of humour and sees humour in the unusual
generates unusual insights
enjoys speculation and thinking about the future
demonstrates awareness of aesthetic qualities
is not afraid to be different
generates a large number of ideas
is prepared to experiment with novel ideas and risk being wrong
seeks unusual rather than conventional relationships
13. Social Leadership Characteristics
takes the initiative in social situations
is popular with peers
communicates well with others
actively seeks leadership in social situations
shows ability to inspire a group to meet goals
persuades a group to adopt ideas or methods
is self-confident
is adaptable and flexible in new situations
actively seeks leadership in sporting activities
is socially mature
is willing to take responsibility
synthesises ideas from group members to formulate a plan of
action
14. Motivational Characteristics
strives for high standards of personal achievement
is self directed
is highly self motivated and sets personal goals
is persistent in seeing tasks to completion
becomes committed to and absorbed in tasks
tends to be self critical and evaluative
is reliable
prefers to work independently
16. regardless of where the child is raised, a gifted child will demonstrate the gifts at
some point
For example, there are accounts of children with extraordinary gifts that could
have an innate basis, such as the musically gifted. No particular environment
appears to have stimulated the gift.
Psychologically, giftedness is believed to be an gift that has a genetic origin and is at
least partly innate which may not be clear at an early stage but rather an inclination
that the child may possess the gift.
Studies have indicated that individuals with extremely high mathematical abilities
have frontal lobes of the brain which are more differentiated compared to average
students.
Neuropsychological studies claim that in information processing, gifted individuals
have enhanced brain activity localized in the right hemisphere.
Biological Factors:
17. Social/ Environmental Factors:
External variables are defined as factors that influence a person’s decision-
making process. In particular, the influences of:
. Peers
. family
· school environment
20. Type 1: The Successful
Most Easily Identifiable: May account for up to about 90% of the
identified gifted students in schools.
Learn and adapt well with the system
Are well adjusted to society
Generally have a high self-concept.
Are obedient, display appropriate behavior, and are high achievers,
therefore, loved by parents and teachers.
However;
they can also get bored at school
learn the system fast enough so as to use the minimum effort to get
by
are also dependent on the system, thus less creative and imaginative,
and lack autonomy.
21. Type 2: The Divergently Different/
Challenging
are the divergently gifted; the ones who possess high levels of
creativity
do not conform to the system
often have conflicts with teachers and parents
get frustrated, as the school system does not recognize their abilities
may be seen as disruptive in the classroom
at risk of dropping out of schools for unhealthy activities, like
getting involved in drugs or exhibiting delinquent behaviour
22. Type 3: The Underground
Refers to gifted students who deny their talents or hide their
giftedness in order to feel more included with a non-gifted peer
group.
They are generally females, who are frequently insecure and anxious
as their belonging needs rise dramatically at that stage.
Their changing needs often conflicts with the expectations of parents
and teachers.
These types appear to benefit from being accepted as they are at the
time
23. Type 4: The Dropouts
angry and frustrated students whose needs have not been
recognized for many years and they feel rejected in the system
express themselves by being depressed or withdrawn and
responding defensively
are identified very late; therefore, they are bitter and resentful due to
feelings of neglect
have very low self-esteem
counseling is highly recommended
24. Type 5: The Double labelled
gifted students who are physically or emotionally handicapped in
some way, or have a learning disability
Are not easily identifiable; do not show behaviours of giftedness that
can be identified in schools.
show signs of stress, frustration, rejection, helplessness, or isolation
are also often impatient and critical with a low self-esteem
are easily ignored as they are seen as average
School systems seem to focus more on their weaknesses, and therefore
fail to nurture their strengths
25. Type 6: The Autonomous learner
learners who have learnt to work effectively in the school system
they do not work for the system, but rather make the system work for
them
are very successful and are liked by parents, teachers and peers
have a high self-concept with some leadership capacity within their
surroundings
accept themselves and are risk takers, which goes well with their
independent and self-directed nature
able to express their feelings, goals, and needs freely and
appropriately
27. Tests are common assessment tools for identification, but should not
serve as the sole source of identification.
An identification strategy that includes multiple assessments—both
objective and subjective—is the best way to ensure no gifted learner is
overlooked.
Objectiv
e
Types
The variety of characteristics within the federal definition—intellectual,
creative, artistic, leadership, and specific academic fields—require more
than one assessment to identify.
28. How can gifted and talented
students be identified?
Classroom environments which encourage creative, divergent and higher-level
thinking and an open-ended approach to learning will foster the emergence of
gifts and talents.
Identification processes should be inclusive to ensure gifted and talented
students are not disadvantaged on the basis of gender, racial, cultural or
socioeconomic backgrounds, physical or sensory disability or geographic
location.
Identification should be a flexible, continuous process to allow for the
recognition of gifts and talents that may not be apparent at first.
29. Information which will help the teacher identify a student's strengths, talents
and socio-emotional needs can be gleaned from:
o Parents - particularly in early identification of gifted and talented students.
o IQ tests (verbal and non-verbal).
o Standardised tests.
o School records, achievement tests (eg reading, mathematics).
o Anecdotal records - Interviews (parent/child/community members/previous
teacher/school psychologist).
o Identification checklists.
o Rating scales.
o Interpreters, translators (for students from culturally and linguistically diverse
backgrounds).
30. Ability Tests
Intelligence quotient (IQ) or cognitive abilities test scores are
also used to identify gifted and talented students. While these
tests provide information for the intellectual domain, these
tests are not as helpful in identifying someone with creative,
leadership, or other abilities.
31. Individual
Stanford Binet (L-M)
Wescher Intelligence Scale for Children, 4th Edition. Read NAGC's position
paper Use of the WISC-IV in Gifted Education.
Woodcock Johnson
Nonverbal tests, such as the Naglieri Nonverbal Ability Test or the Test of
Nonverbal Intelligence, may be more effective for students from culturally and
linguistically different or low-income backgrounds to eliminate barriers.
Group
CogAT
Otis-Lennon
Hemmon-Nelson
Ravens Progressive Matrices
Matrix Analogies Test