Primary inquiry

Primary Education
Professor Judi Denison
Thinking outside the toybox
Christine Hanna
How can we incorporate a more play based learning style outside
the kindergarten classroom?

To Learn and Grow
Venosdale, Krissy. (2013). To Learn and Grow. Retrieved July 12, 2014, from http://venspired.com/to-learn-grow/
Gifted learners are not test scores.
They are not perfect.
They are not easier to teach.
They are kids.
With different learning needs.
Who will give up if they are not challenged.
Who rarely get a place in educational laws.
Who sometimes give up and drop out of school.
Who are waiting for change.
Who now sit hoping, wishing, to learn.
To grow. To think.
To climb out of the box.
To change the world.
To get something different.
Not because they are
privileged, elite, or want “better.”
But because they want the one thing
that every kid, in every school,
in the world deserves.
To learn and grow.
By: Krissy Venosdale

Background Readings
Laura Ritacca
&
Uzoma Onuoha

Knobel, R., & Shaughnessey, M. (2002). Reflecting on a Conversation With Joe Renzulli: About Giftedness and Gifted
Education. Gifted Education International, 16, 118-126. Retrieved July 12, 2014 from
http://www.gifted.uconn.edu/sem/convrjsr.html
Reading #1 (1 of 3)
Reflecting on a Conversation with Joe Renzulli: About Giftedness and Gifted Education
Laura Ritacca
Authors Ron Knobel and Michael Shaughnessy asked Professor Joe Renzulli, a lead researcher in
the field of gifted identification and assessment, a series of questions and recorded their reflective
conversation with him. Renzulli defines giftedness as the sum of each part in his three-ring conception
of giftedness: above average ability, task commitment, and creativity. The following are Renzulli’s
thoughts on the state of gifted education based on his research and expertise.
Issues surrounding current education for gifted students:
• lack of:
- governmental commitments like financial support;
- high quality teacher training and leadership training programs;
- strong leadership at state and provincial education ministry levels;
- strong research foundation to base identification and programming practices; and
- trained practitioners to deliver good product in schools and classrooms.
• “differentiation” in the classroom whereby gifted students are given more work and assignments that
take on traditional models of learning and doesn’t promote higher thinking.

Reading #1 (2 of 3)
Laura Ritacca
What is needed to improve gifted education (at a national level and in the classroom):
• internship component for educators with successful teachers of gifted students;
• getting better information about programs to the public and policy makers;
• specialized personnel and differentiated learning models based on research;
• people who are involved full-time in gifted education (ideally Renzulli would like to see a full-time
gifted education specialist in every school);
• finding better ways to include underrepresented groups in special programs (female students, students
form racial and ethnic minorities, and students who learn differently);
• quality mentoring programs whereby young people work side-by-side in their area of interest with
specialists in that field who want to work with young children/youth; and
• teachers need to guard against prescriptive education (test-prep and strict curriculum guidelines) and find
a balance between knowledge acquisition and creative productivity.

Reading #1 (3 of 3)
Two quotes that summarize the social obligation educators of gifted students have:
1. “We need to be able to learn more about why young people with great test scores, wonderful
grade point averages, and the best advantages don’t go out and do the kinds of things that result
in contributions to social improvement. And we need to learn how young people can balance the
pursuit of material and intellectual capital with a concern for contributions to social capital – the
kinds of things we do to improve society in general rather than focusing on material gain ego
enhancement, rampant consumerism, and devastation of the Earth’s resources. To me, this would
be the most noble goal and contribution of gifted education” (Renzulli, 2002).
2. “I view all our work in this field as a war against the forces of mediocrity, conformity, and the
societal institutions that knowingly or unknowingly contribute to the suppression of creativity,
social justice, and the liberation of the human mind and spirit. I view myself as a soldier in this
war, and there are still many battles to be fought before we achieve the equity that gifted
youngsters need and deserve” (Renzulli, 2002).
_________________________________________________________________________________________________
_
Other researchers mentioned in the article and what they are working on:
Bob Sternberg: his theory of intelligence and how it applies to young people from diverse
backgrounds
Carolyn Callahan: the impact of various programmatic approaches to improve performance in
diverse gifted populations
Sally Reis: what does or does not contribute to the success of minority students in reading and
how can we help them become more successful readers
Laura Ritacca

Reading #2 (1 of 3)
Gifted Students Need an Education, Too
Winebrenner, S. (2000). Gifted Students Need an Education, Too. How to Differentiate Instruction, 58 (1), 52-56.
Retrieved July 12, 2014, from
http://www.edu.uwo.ca/source4allcourses/AQ/Spec_Ed_1_013002/downloads GiftedStudentsEducation.pdf
Laura Ritacca
Susan Winebrenner argues that the needs of gifted students are often overlooked or neglected.
Since gifted students tend to achieve high scores on assessments, there is the false assumption that
they are learning. There is also the misconception that a gifted student is one who is highly productive,
always completes their work on time, consistently achieve high grades, and will be successful without
much help. These assumptions are a source of frustration for gifted students, their parents, and
teachers alike.
Susan defines the needs and characteristics of gifted students as follows:
• Ability to learn new material in less time;
• Tend to remember what they have learned;
• Perceive ideas and concepts at more abstract and complex levels than peers; and
•Become passionately interested in specific topics and have difficulty moving on to other learning tasks
until they are satisfied with their level of expertise.

Laura Ritacca
Reading #2 (2 of 3)
Ways teachers can provide differentiation for gifted students:
One way teachers can provide differentiation for gifted students is to compact the curriculum.
Students can be pre-assessed for a learning activity (one that would normally be given at the end of
the unit). Those who demonstrate previous mastery are then given meaningful extensions and can
develop alternative projects and activities during the course of the unit.
Winebrenner suggests teachers design alternative learning experiences providing differentiation in
terms of:
• Content (should go beyond grade-level and be connected to students’ interest);
• Learning processes (as they should provide depth and complexity);
• Products (will reflect and demonstrate the students’ learning at advanced levels);
• Learning environment (student may pursue interests outside the class, work independently, or
collaborate with other students); and
•Assessment Process.

Laura Ritacca
Reading #2 (3 of 3)
Ones sense of confidence comes from being successful at a perceived difficult
task. When gifted students are not given demanding learning experiences, they may
lose confidence in their ability to perform on challenging tasks when the opportunity
arises. Winebrenner believes that for gifted students, consistent and daily opportunity
for challenging learning experiences is their equal right to an appropriate education.

Uzoma Onuoha
Reading #3 ( 1 of 2)
Teaching the Gifted
Bauer, G. (2012). Teaching the Gifted. Professionally Speaking. Retrieved July 12, 2014, from
http://professionallyspeaking.oct.ca/march_2012/features/teaching_the_gifted.aspx
According to Mary Slade “The only thing that gifted students have in common is a
superior ability to grasp concepts and make connections” (Bauer, 2012). A class full of
gifted students are as different as any group of students put together. The lack of
funds in the educational system raises the question of whether or not there is a need
for gifted programming. According to Mary Slade if these students are not given the
proper guidance and resources to succeed the chances of engaging them to their full
potential is unlikely. In a recent survey conducted by the Peel DSB, only 56 per cent of
gifted elementary school children felt that special programming matched their
academic needs. Parents echoed their children’s sentiments, with 57 per cent agreeing
that programming met their kids’ needs.

Uzoma Onuoha
Reading #3 ( 2 of 2)
Teaching the Gifted
A list of proven approaches to best teach gifted students include:*
- Acceleration - Withdrawal programs and congregated classes
- Compacting - The Delivery
- Ability Grouping - Troubleshooting
- Enrichment - The Social Network
* If you have any questions about any one of these approaches, please do not
hesitate to ask us in the discussion board. Thanks - Uzoma and Barbara.

Uzoma Onuoha
Reading #4
Gifted, Creative, and Talented
Mastropieri, M., & Scruggs, T. (2010). Gifted, Creative, and Talented. The Inclusive Classroom: Strategies for Effective
Instruction, 102-105. Retrieved July 12, 2014, from
http://www.education.com/reference/article/gifted-creative-talented-children/
Children and youth with superior abilities ranging from intellectual to
leadership qualities need to be given the opportunity to succeed. Services that
strengthen the success of this group of youth/children often include
services/activities not typically provided in schools. The umbrella of gifted can be
further divided into a) intellectually gifted b) creative and talented c) hidden
gifted, creative and talented. Many reports indicate that 3% to 5% of the
population is gifted and talented (Hallahan & Kauffman, 2003). Some of the
approaches for scouting gifted/talented youth/children include nominations,
standardized test scores, and talent pools. Also, methods for setting a
curriculum/class for gifted/talented youth include acceleration and enrichment
provided through regular classes, special classes, as well as mentoring programs.
Finally, curriculum should be revised to better suit the individual needs of the
student(s) with the help of guidance counsellors and family. Often times these
students are even able to provide assistance to peers which is a win-win.

Questions/Activity
Andrew Laidlaw

Andrew Laidlaw
Reading #1
Questions:
1. If the current model of education for exceptional students tends to lean towards
“not leaving any learner behind,” how do we keep those that are so far ahead within
the focus of our lessons as well?
2. Joe Renzulli refers to his model of giftedness as a three-ring conception that
includes above average ability, task commitment, and creativity. Do you believe
there to be only 3 rings, or could there be more factors worth considering? If so,
what would they be?
3. If an “expert” such as Joe Renzulli is clearly not an advocate for differentiated
instruction as it pertains to the gifted student (as seen in his response to question
6), how does that leave you feeling when considering differentiation and the
exceptional student with challenges?

Andrew Laidlaw
Reading #2
Questions:
“Most teachers in my workshops are surprised when I tell them that gifted students often resist doing
their assigned work because it is designed for age-appropriate learners and usually cannot provide
the challenge and sense of accomplishment that would keep gifted learners motivated to work”
(Winebrenner, 2000, p. 55).
1. Knowing this, think about a class you have taught recently, and a student that
appeared to be struggling, or perhaps just lazy. Is it possible that student was
exhibiting signs of boredom because they were not being challenged? Reflect.
2. Susan Winebrenner suggests “Cluster Grouping” as an option for an administrator to
consider as a means of supporting learning for the gifted student. As a teacher, how
do you feel if your colleague receives the gifted cluster of highly motivated and well
behaved students, and you receive the exceptional cluster of students whose needs
are diverse and motivation low, including potential for behaviour issues? Are you
capable of rationalizing that this is for the best in the long run, particularly for the
student?

Andrew Laidlaw
Reading #3
Teaching the Gifted
Question:
1. The article suggests that puberty can present itself as potentially more awkward
for a gifted student than a mainstream student. What strategies might you use
to make your gifted student feel more comfortable within their peer group?

Andrew Laidlaw
Reading #4
Gifted, Creative, and Talented
Question:
“Although gifted, creative, and talented individuals are not included in IDEA, these students have
unique needs that require special attention and accommodations for them to succeed in school”
(Mastropieri & Scruggs, 2010, p. 1).
1. If our definition of the student that requires an education to meet their specific
special “talent” is now to exist (at least in the USA), why is it that a high aptitude
for gross motor functions not also be considered a gift/talent worthy of individual
programming. That is to say, do our strongest athletes not also present a talent that
is equally worthy of specialized programming, even perhaps at the elementary level?

Mnemonics Activity (1 of 2)
Andrew Laidlaw
Mnemonics are a great way of teaching all, but particularly older junior and senior student’s
strategies for remembering facts, or formulas they are required to know to succeed in future
assessments.
The following website addressed well the issue of putting together a well presented lesson
plan for a senior grade when using mnemonics.
http://mysite.cherokee.k12.ga.us/personal/bonny_keheley/sstage/Interventions/1/Behavior/
Study%20Skills%20-%20Lesson%20Plan%20Mnemonics%20Elementary%20Lesson%20Plan.pdf

Mnemonics Activity (2 of 2)
Many of the strategies suggested for inclusion of the gifted students include compacting,
extending or enriching the activity, and providing greater opportunity to be creative. As a
result, to extend this activity and provide them with more opportunities, not just to be
creative but also leaders in the classroom, the suggestion would be that we include the
following:
1. An opportunity to work either as a small group, or individually (choice of student);
2. Develop a class set of mnemonics for each subject area for the upcoming units of study
(math, science, language, social studies, etc.);
3. Challenge the gifted students to create mnemonics that will cater to different types of
learners, as opposed to just themselves thereby causing them to think about all learning,
e.g. Words, songs, phrases, rapping; and then
4. Have the student’s publish their collection of mnemonics as a book, or better still, as an
on-line resource available to the class, and other students in the same grade at that
school.
Andrew Laidlaw

External Resources
Diana Menalo

Diana Menalo
A classroom with five students identified as gifted does not mean these five students all
learn in the same way and at the same pace. Mastropieri (2010) and Bauer (2012) talk about
the different approaches (teaching or assessment) that are needed when educating students
identified as gifted. Winebrenner (2000) discusses how students identified as gifted need
differentiated instruction just as students with any other exceptionality.
A great resource found that has activities for students, parents, and educators is
Educators for the Gifted Organization (EdGO). EdGO provides direct and indirect services that
support gifted and high achieving students. EdGO's website provides resources for both
parents and educators which includes lesson and activity plans. The website also has a forum
which can range from exchanging lessons and activities to networking. The reason this
resource is so valuable is because it contains many resources and is also a way to connect with
other parents and educators of gifted children. Not every lesson plan or strategy will work for
every student. Creating a network of professionals and resources is a great way to exchange
ideas and get new ideas for the different gifted learners in the classroom.
Resource #1 - EdGO
www.edgo.ca

This short 15 minute documentary focuses on the "negative perceptions" of gifted
learners. In the first couple of minutes of the documentary, learners and professionals all
seem to struggle with a way to define a gifted learner. This goes with Bauer's (2012)
statement that there is no typical gifted student. Each and every gifted learner is
different and the term gifted is not a synonym for brilliant and is not defined by a high IQ
score. This documentary also discusses the issue of funding for gifted programs and how it
should not be cut. Winebrenner (2000) proposes that administrators should provide training
for staff in the area of gifted education. This type of programming, whether it is through
workshops or courses, should be made available for educators and also parents.
Resource #2 - The 'G' Word: Documentary Short
https://www.youtube.com/watch?v=sD4azls3Jdc
Diana Menalo

Diana Menalo
All of the articles identify teaching and assessing gifted students as an important area
that can be complex and needs more information. Mastropieri (2010) states that identifying
and assessing gifted learners can be complicated even though there are many approaches to
doing so. Knobel and Shaughnessey (2002) share that special services should not be cut and
there should be a range of services for students identified as gifted. Bauer (2012) shares
that the teaching approach for gifted students varies on their interests and needs, but
flexibility is key.
The Special Education Gateway by the OTF is a great resource for educators of
students with any exceptionalities. The brilliant part of this website is that an educator does
not just need to search under the exceptionality of giftedness, but can search the specific
need that a gifted student in their class might have. For example, a gifted student may have
needs with time management. The OTF website provides instructional, environmental, and
assessment strategies for gifted students with a time management need. This website is a
great resource for educators looking for accommodations for assessment strategies, a
complicated area for gifted learners as identified by Mastropieri (2010).
Resource #3 - Ontario Teacher's Federation Special Education Gateway
http://www.teachspeced.ca/giftedness

Application and Contextualization
Jean Raymond

Jean Raymond
Giftedness in the Classroom (1 of 2)
According to the Special Education Guide for Educators, students who are identified as
Exceptional: Intellectual-Gifted require differentiated learning experiences of a depth and breadth
beyond those normally provided in the regular school program to satisfy potential (2001, p. 18).
Similar to any other exceptionality or learner, there is not a “one size fits all” IEP for gifted
students. It is important to differentiate for gifted students with thoughtful accommodations and
modifications that challenge their unique potential and allow them to grow as learners.
This year I was fortunate to gain experience working with two identified gifted students in my
classroom. I learned that students can be identified through various means, namely the Gifted
Reading Scale, CCAT testing or through a psychoeducational assessment. Each student presented
himself in a different way. One student was characterized (and perhaps dismissed) as a behavioural
student. Another was incorrectly categorized as a “low student.” As I got to know each child as the
year progressed, I networked with my Special Education Resource Teacher and school administration
to learn more about how to accommodate and modify for my gifted students.

Jean Raymond
Giftedness in the Classroom (2 of 2)
With one particular student, I learned that often, gifted students present as behavioural or
difficult as their programming is not unique to his or her needs. This is often due to frustration around
not being able to make deep connections to the learning environment. Work presents itself as too easy
and not challenging. Some students aren’t able to connect to their peers. Through consultation with my
team and his family, I learned how to advocate for this child and present Inquiry-based learning
opportunities to enrich his learning experience. Being in a French Immersion program, his family felt
strongly about him remaining in his current learning environment despite there being other placements
for him in the Board.
My other identified gifted student was dismissed by his previous teachers as not being “truly”
gifted. I looked closely at his IEP and assessed how he was learning and processing material in both
French and English. After consulting with my school-based team we inferred that this student possibly
had a learning disability. As teachers, we were not in the position to diagnose, but we could refer based
on our evidence and assessments to a psychoeducational consultant and get further advice. After a few
school-based meetings, my student was referred to an IPRC where it was determined that he was twice
exceptionalities - he was Exceptional-Intellectual: Gifted and Learning Disabled.
This experience resonates with me and will impact my future classroom practice as I had two
students with the same exceptionality and two very different experiences as learners. Their IEPs, save
for 1-2 items, are very different. My approach to their learning as a result is very different.

Facilitator for the Discussions
Barbara Murzydlo

Sources (1 of 3)
Giftedness Exceptionality. (n.d.). Retrieved July 12, 2014, from http://www.teachspeced.ca/giftedness
Bauer, G. (2012). Teaching the Gifted. Professionally Speaking. Retrieved July 12, 2014, from
http://professionallyspeaking.oct.ca/march_2012/features/teaching_the_gifted.aspx
Kamphaus, R., Reynolds, C., & Vannest, K. (2009). Classroom Intervention Resource. Retrieved July 12,
2014, from http://mysite.cherokee.k12.ga.us/personal/bonny_keheley/sstage/Interventions/1/
Behavior/Study%20Skills%20-
%20Lesson%20Plan%20Mnemonics%20Elementary%20Lesson%20Plan.pdf
Hallahan, D., Kauffman, J., McIntyre, L., & Mykota, D. (2003). Exceptional Learners. Toronto: Pearson
Canada.

Sources (2 of 3)
Mastropieri, M., & Scruggs, T. (2010). Gifted, Creative, and Talented. The Inclusive Classroom: Strategies
for Effective Instruction, 102-105. Retrieved July 12, 2014, from
http://www.education.com/reference/article/gifted-creative-talented-children/
Ministry of Education. (2001). Special Education: A Guide for Educators. Retrieved July 12, 2014, from
http://www.edu.gov.on.ca/eng/general/elemsec/speced/guide/specedhandbooke.pdf
Knobel, R., & Shaughnessey, M. (2002). Reflecting on a Conversation With Joe Renzulli: About
Giftedness and Gifted Education. Gifted Education International, 16, 118-126. Retrieved
July 12, 2014, from http://www.gifted.uconn.edu/sem/convrjsr.html

Sources (3 of 3)
Winebrenner, S. (2000). Gifted Students Need an Education, Too. How to Differentiate Instruction, 58 (1),
52-56. Retrieved July 12, 2014, from
http://www.edu.uwo.ca/source4allcourses/AQ/Spec_Ed_1_013002/downloads GiftedStudentsEducation.pdf
Welcome to the Educators for the Gifted Organization (EdGO). (n.d.). Retrieved July 12, 2014, from
www.edgo.ca
Venosdale, Krissy. (2013). To Learn and Grow. Retrieved July 12, 2014, from
http://venspired.com/to-learn-grow/
The "G" Word: Documentary Short. (2010). Retrieved July 12, 2014, from
https://www.youtube.com/watch?v=sD4azls3Jdc
THANK YOU! :)

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