Gifted students

Aren’t all children gifted? ,[object Object],[object Object],[object Object],[object Object],Oakland, T 2005, ‘Assessment of Gifted Students for Identification Purposes: New Techniques for a New Millennium’, Learning and individual differences , vol. 20, no. 4, pp. 327-36

What is giftedness? ,[object Object],[object Object],Gross M, et al. 2004, Gifted and Talented Education: Professional development package for teachers , Department of Education, Science and Training, Sydney, NSW

The Gagné Model of Giftedness and Talent

Characteristics of gifted students ,[object Object],[object Object]

Cognitive characteristics of gifted students ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],Gross M, Sleap B & Pretorius M, 1999, ‘Characteristics of gifted students’ in Gifted Students in Secondary Schools , GERRIC, Sydney, NSW

Affective characteristics of gifted students ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],Gross M, Sleap B & Pretorius M, 1999, ‘Characteristics of gifted students’ in Gifted Students in Secondary Schools , GERRIC, Sydney, NSW

Not all gifted students are the same Type I – The Successful Type II – The Divergently Gifted Type III – The Underground Type IV – The Dropouts Type V – The Double-labelled Type VI – The Autonomous Learner Betts GT & Neihart M 1988, ‘Profiles of the Gifted and Talented’, The Gifted Child Quarterly , vol. 32, no. 2, pp.248-253

Type I – The Successful ,[object Object],[object Object],[object Object],[object Object],Betts GT & Neihart M 1988, ‘Profiles of the Gifted and Talented’, The Gifted Child Quarterly , vol. 32, no. 2, pp.248-253

Type II – The Divergently Gifted ,[object Object],[object Object],[object Object],[object Object],Betts GT & Neihart M 1988, ‘Profiles of the Gifted and Talented’, The Gifted Child Quarterly , vol. 32, no. 2, pp.248-253

Type III – The Underground ,[object Object],[object Object],[object Object],Betts GT & Neihart M 1988, ‘Profiles of the Gifted and Talented’, The Gifted Child Quarterly , vol. 32, no. 2, pp.248-253

Type IV – The Dropouts ,[object Object],[object Object],[object Object],Betts GT & Neihart M 1988, ‘Profiles of the Gifted and Talented’, The Gifted Child Quarterly , vol. 32, no. 2, pp.248-253

Type V – The Double-labelled ,[object Object],[object Object],[object Object],Betts GT & Neihart M 1988, ‘Profiles of the Gifted and Talented’, The Gifted Child Quarterly , vol. 32, no. 2, pp.248-253

Type VI – The Autonomous Learner ,[object Object],[object Object],[object Object],[object Object],[object Object],Betts GT & Neihart M 1988, ‘Profiles of the Gifted and Talented’, The Gifted Child Quarterly , vol. 32, no. 2, pp.248-253

The Identification Process ,[object Object],[object Object],[object Object],Standardised achievement tests Standardised test of giftedness Dynamic testing teacher- created assessments Above-/Off-level testing Program Placement Adjustment of curriculum Continual monitoring Oakland, T 2005, ‘A 21st-Century model for identifying for gifted and talented programs in light of conditions: an emphasis on race and ethnicity’, Gifted Child Today , vol. 28, no. 4, pp. 56-58

Issues ,[object Object],[object Object],[object Object],Hansen, JB & Johnston Toso, S 2007, ‘Gifted Dropouts: personality, family, social and school factors’, Gifted Child Today, vol. 30, no. 4, pp.30-41

Implications for learning ,[object Object],[object Object],[object Object],[object Object],Vaille, W & Geake, J 2003, ‘Pedagogy and Curriculum’ in W Vaille & J Geake (eds), The Gifted Enigma; a collection of articles , Hawker Brownlow Education, Cheltenham, VIC

Process Modifications ,[object Object],[object Object],Vaille, W & Geake, J 2003, ‘Pedagogy and Curriculum’ in W Vaille & J Geake (eds), The Gifted Enigma; a collection of articles , Hawker Brownlow Education, Cheltenham, VIC

Product Modifications ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],Vaille, W & Geake, J 2003, ‘Pedagogy and Curriculum’ in W Vaille & J Geake (eds), The Gifted Enigma; a collection of articles , Hawker Brownlow Education, Cheltenham, VIC

Learning Environment ,[object Object],[object Object],[object Object],[object Object],Vaille, W & Geake, J 2003, ‘Pedagogy and Curriculum’ in W Vaille & J Geake (eds), The Gifted Enigma; a collection of articles , Hawker Brownlow Education, Cheltenham, VIC

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