This document discusses gifted students and how to identify and teach them. It defines giftedness using IQ ranges and proportions of the population. Characteristics of gifted students are provided. Teachers should confirm giftedness through standardized testing of intelligence and achievement. The document emphasizes that gifted students have different learning needs and teachers should differentiate instruction using strategies like curriculum compacting, enrichment, mentors, and acceleration in order to challenge these students and develop their potential.
A presentation about learner diversity in a community college/higher ed. context, and what that means for teaching, peer mentoring and providing learning support.
A presentation about learner diversity in a community college/higher ed. context, and what that means for teaching, peer mentoring and providing learning support.
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We [teachers] tend to perceive classroom as a homogeneous venue consisting of homogeneous individuals. It's not! The presentation aims to make us [teachers] aware that classroom is a complex discourse which shapes the identity of learners and that teachers have 'power' to manage/direct the discourse.
Cultural Diversity in the Classroom by Nada Cohadzichholycross
This presentation covers some basic ideas about cultural diversity in the classroom. It was written and presented by Nada Cohadzic for the Seoul Bears summer internship program.
Diversity in united states teacher education programs in literacy and reading...sa3sharm
The world is becoming increasingly more diverse in our nation’s classrooms. One critical aspect of respecting diversity as well as using it as a means to strengthen students’ educational experiences and academic outcomes is how the issue of diversity plays out in American teacher education programs in literacy and reading. International Reading Association’s (IRA) Committee on Learning Diversity has undertaken a national study to examine this issue.
. This presentation elucidates the idea of Learning Disabilities precisely about the conditions of
Adults with Dyslexia. The presentation also details about two different Schools of Dyslexia,
different types of Dyslexia etc
Classroom or Clashroom? Learners’ Diversity and Construction of LearnersArdian Setiawan
We [teachers] tend to perceive classroom as a homogeneous venue consisting of homogeneous individuals. It's not! The presentation aims to make us [teachers] aware that classroom is a complex discourse which shapes the identity of learners and that teachers have 'power' to manage/direct the discourse.
Gifted children are, by definition, "Children who give evidence of high performance capability in areas such as intellectual, creative, artistic, leadership capacity, or specific academic fields, and who require services or activities not ordinarily provided by the school in order to fully develop such capabilities."
By
Dr. Gail Gross, Contributor
Human Behavior, Parenting, and Education Expert, Speaker, Author. Ph.D., Ed.D., M.Ed.
Common characteristics
There are some common characteristics the gifted child may possess. The gifted child may be:
• Self-disciplined, independent, often anti-authoritarian.
• Zany sense of humor
• Able to resist group pressure, a strategy that is developed early
• More adaptable and more adventurous
• Greater tolerance for ambiguity and discomfort
• Little tolerance for boredom
• Preference for complexity, asymmetry, open-endedness
• High in divergent thinking ability
• High in memory, good attention to detail
• Broad knowledge background
• Need think periods
• Need supportive climate, sensitive to environment
• Need recognition, opportunity to share
• High aesthetic values, good aesthetic judgement
• Freer in developing sex role integration; lack of stereotypical male/female identification.
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Differences between the sexes
However, studies have shown that the characteristics of the gifted child can differ on the basis of sex.
The following are common characteristics of the female gifted child:
• She likes school, especially courses in science, music, and art.
• She likes her teachers.
• She regularly reads news, magazines, an other non-required reading.
• She is active in drama and musical productions.
• She does not go out on dates as often.
• She is a daydreamer.
The following are common characteristics of the male gifted child:
• He dislikes school.
• He dislikes teachers and thinks they are uninteresting.
• He does little homework.
• He dislikes physical education and seldom engages in team sports.
• He is regarded as radical or unconventional.
• He often wants to be a lone to pursue his own thoughts and interests.
In this webinar, Kevin Schaefer, Assistant Director of Special Programs at WestEd's Center for Prevention and Early Intervention, addresses the following topics:
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How to differentiating instruction at the Middle School level deepens the level of understanding for students and helps to make the curriculum more interesting and relatable. This power point addresses ways to differentiate instruction and the reasons why it should be implemented.
The gifted and talented program enhances student's individual capacity and allows them to enjoy learning in a meaningful way, ensuring education is relevant to their interest and talent.
3. What is gifted?
Note: From Education for Inclusion and Diversity (3rd ed.) p. 65, by A. Ashman and J.
Elkins, 2008, New South Wales: Pearson
4. What is gifted?
Note: From Educational Psychology (3rd ed.) p. 208, by A. Woolfolk and K.
Margetts, 2013, Frenchs Forest, NSW: Pearson.
Category of
giftedness
Number of SDs
(SD=15) above
mean of 100
General ability
score (IQ)
Proportion of the
population in or
above this range
Moderately gifted 2 130-144 2%
(1 in 50)
(1 in 2 classes)
Highly gifted 3 145-159 0.1%
(1 in 1000)
(1 in a school)
Exceptionally
gifted
4 160-179 0.001%
(1 in 100,000)
(20 in Western
Australia)
Profoundly gifted 5 180+ 0.00001%
(1 in 10,000,000)
(2 in Australia)
5. What does gifted look like ?
(Winebrenner, 2001, p. 10-11):
• Has an advanced vocabulary and verbal ability for her/his age
• Has an outstanding memory. Possess lots of information and can
process it in sophisticated ways
• Operates on higher levels of thinking that her/his age peers. Is
comfortable with abstract and complex thinking tasks
• Sees patterns, relationships, and connections that others can’t
• Is very intense. May be extremely emotional and excitable. Gets
totally absorbed in activities and thoughts; may be reluctant to
move from one subject area to another; may insist on mastering
one thing before starting another
• Is sensitive to beauty and other people’s feelings, emotions and
expectations
6. What does gifted look like ?
(Winebrenner, 2001, p. 11):
• Gets frustrated with the pace of the class and what she/he
perceives as inactivity or lack of noticeable progress
• Monopolises class discussions
• Rebels against routine and predictability
• Becomes the “class clown”
• Asks embarrassing questions; demands good reasons for why
things are done in a certain way
• Becomes bossy with her/his peers and teachers
• Becomes impatient when she’s/he’s not called on to recite or
respond; blurts out answers without raising their hand
7. How do you confirm giftedness for one
of your students?
• Refer the student to the school psychologist for
testing
• Typical tests administered:
– Wechsler Intelligence Scale for Children – 4th Ed.
(WISC-IV)
– Wechsler Individual Achievement Test – 2nd Ed.
(WIAT-II)
– Test of Visual Perception Skills (non-motor)
8. How do you confirm giftedness for one
of your students?
• The following constructs are tested:
– Verbal Comprehension (tests of verbal reasoning
and acquired verbal knowledge)
– Perceptual reasoning (tests of nonverbal
reasoning, spatial processing and motor skills)
– Working memory
– Processing speed
9. Once you’ve found one, why should
you teach them differently?
Australian Professional Standards for Teachers:
• 1. Know students and how they learn
– 1.5 Differentiate teaching to meet the specific learning
needs of students across the full range of abilities
• Demonstrate knowledge and understanding of
strategies for differentiating teaching to meet the
specific learning needs of students across the full range
of abilities
(AITSL, 2013)
10. Once you’ve found one, why should
you teach them differently?
• “Providing for the gifted and talented pupils in
our schools is a question of equity. As with all
other pupils, they have a right to an education
that is suited to their particular needs and
abilities.” (Balchin, Hymer & Matthews, 2009)
• “Wasting the potential of a gifted mind is
reckless for a society in desperate need of
creativity and inventiveness”. (Steineger, 1997)
11. How should you teach them
differently?
Four examples of differentiating the curriculum
• Curriculum compacting. This provides
students with the opportunity to demonstrate
what they already know about a subject.
Teachers can then eliminate content that is
repetitive, replacing it with advanced learning
experiences (Vaughn, Bos & Schumm, 2000).
12. How should you teach them
differently?
• Enrichment. Giving students additional, more
sophisticated, and more thought-provoking
work, but keeping them with their same-age
peers in school (Woolfolk & Margetts, 2013)
13. How should you teach them
differently?
Examples of “Author Extensions” enrichment
(Winebrenner, 2001, p. 102)
• Write something of your own in the same style as
the author
• Read other books of the same type by different
authors. Compare and contrast the styles of the
various authors
• Read interviews with the author. Write a short
biography of the author based on that
information.
14. How should you teach them
differently?
• Mentors. An interest in (e.g.) maths or writing
might be further supported by a mentor in the
community or at a local college. In this way
the child’s passions and advancement in
specific areas are supported by the teacher
outside the classroom. (Gilman, 2013)
- Need to check school policy
15. How should you teach them
differently?
Some objectives of mentorship programs (Torrance &
Sisk, 2001, p. 140) :
• To provide students opportunities to learn beyond
the limits of time, space and curriculum
• To provide students access to resources and facilities
not usually available in schools
• To provide students with professional role models
• To stimulate career awareness and career options
16. How should you teach them
differently?
• Acceleration. Moving the students quickly
though grades or through particular subjects
(Woolfolk & Margetts, 2013)
19. Resources
• www.gatcawa.org (The gifted and talented
children’s association of WA)
• www.nswagtc.org.au (NSW Association for
Gifted & Talented Children)
• www.hoagiesgifted.org (“all things gifted”
resource for parents, teachers and students)
20. References
• Ashman, A. & Elkins, J. (2008). Education for Inclusion and
Diversity. (3rd ed.). New South Wales: Pearson.
• DETWA. (2007). Department of Education and Training Western
Australia: Middle childhood: Mathematics/Number scope and
sequence. Retrieved from
http://det.wa.edu.au/redirect/?oid=com.arsdigita.cms.contenttype
s.FileStorageItem-id-10886532&stream_asset=true
• Woolfolk, A., & Margetts, K. (2013). Educational Psychology. (3rd
ed.). Frenchs Forest, NSW: Pearson.
• Winebrenner, S. (2001). Teaching Gifted Kids in the Regular
Classroom. Minneapolis, USA: Free Spirit Publishing.
• Mensa (2013). Mensa the high IQ society. Retrieved from
http://www.mensa.org.uk/cgi-
bin/item.cgi?id=2748&u=pg_dtl_art_news&m=pg_hdr_art
21. References
• Balchin, T., Hymer, B., & Matthews, D.J. (Eds). (2009). The Routledge
International Companion to Gifted Education. Abingdon, Oxon, UK:
Routledge Publishing.
• Steineger, M. (1997). Clarion call to action. Northwest Education (Fall
1997). Portland, OR, USA: Northwest Regional Education Laboratory
• Vaughn, S., Bos, C. S., & Schumm, J. S. (2000). Teaching exceptional,
diverse, and at-risk students in the general education classroom (2nd ed.).
Needham Heights, MA: Allyn and Bacon.
• Gilman, B. J. (2003). Empowering gifted minds. Denver, US: DeLeon
• Torrance, E. P, & Sisk, D. A. (2001). Gifted and Talented Children in the
Regular Classroom. Buffalo, US: Creative Education Foundation Press
• AITSL. (2013). Australian Professional Standards for Teachers Retrieved
from http://www.teacherstandards.aitsl.edu.au/Standards/AllStandards