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

1. Gifted & Talented
Students

2. What’s the difference between gifted and talented?
What is your role as a teacher in gifted education
1

3. Model
Gagné's Differentiated Model of Giftedness and Talent

4. Gagné's Differentiated Model of Giftedness and Talent
CatalystsGiftedness TalentCatalysts

5. Natural abilities is unique potential to be developed
Giftedness
intellectual - reasoning, memory, sense of
observation, judgement, metacognition
creative - inventiveness, imagination,
originality, fluency
social - leadership, communication,
influence
physical - perceptual, muscular
endurance, coordination

6. Critical enablers to transform unique student potential
Catalysts
environmental
● milieu (culture, family, inclusive and
supportive learning environment)
● persons (e.g. responsive teacher)
● provisions (programs, engaging
activities, access to services)
● events
intrapersonal (
● physical characteristics (health)
● motivation and volition,
● self-management
● personality (self-esteem, adaptability)

7. Realised and developed potential into talent
Talent

8. How many gifted students did you have in your
prac class?
Were they all ‘teacher pleasers’?
2

9. IQ > 115
Gifted children
>15% of your class

10. Twice exceptional
Gifted students with learning
difficulty or impairment in one
area (masked by “deficiency
focus”)
Dropouts
Feel rejected, unrecognized and
violated by school system,
depressed, withdrawn, resentful
Invisible
Hide giftedness and talents to
feel more included
(“forced-choice dilemma), often
female and disadvantaged
background
Autonomous learner
Play the system, risk takers, high
self-esteem, socially integrated
Challenging
Highly creative but divergent,
disobedient, disruptive, negative
self-concept, delinquent
Successful
Obedient, high-achievers but
bored, dependent, low effort and
not living up to their potential
Six Different Types of Giftedness
red icons = at risk of not being identified or misidentified

11. “Passow’s guided questions to curriculum
differentiation:
Would all students want to be involved?
Could all students participate?
Should all students be expected to participate?
3

12. Maker’s Model for Gifted Curriculum Differentiation

13. Maker’s Model - Barriers to Gifted Students
Known
Unchallenging
Prescriptive
Unvaried
Low-order
thinking
Closed tasks
No audience
Too slow
Repetitive
Disengaging
Social
xexclusion
Low
xxexpectation
Behaviour
xchallenges

14. Maker’s Model - Modifications
Integrated
Project-based
Arts
Real problems
Information
xtransformation
Unique
xproducts
Real audiences
Acceleration
Self-directed
Choice
Discovery
Metacognition
Rich
xresources
Difference vs.
xconformity
Physical
xspace

15. Big Issue!

16. Thanks!
Any questions?
Request our Teacher Resource Guide
■ Chanel Loveridge
■ David Haberlah