Characteristics of gifted students followed by nomination procedures, tests and instruments, and identifying traditionally underserved populations for gifted education programs and services.
This inclusive identification process will help you identify gifted and talented students so they can receive the special services they need. Looking forward to Confratute 2011
What Gifted Students Need by Jeff Danielianmassgifted
Education is about understanding, not merely the knowledge related to a specific discipline or parental /educational strategy, but an understanding of the immense variation of our children's and students’ social, emotional, and educational backgrounds, which demand individualized acceptance and consideration. The development of higher order thinking skills and problem solving techniques, creativity training, and autonomous learning should serve as the foundation for the emergent and realized potential of the children we raise and the students we teach. Learn more about the strategies, practices, tools and resources available to parents and educators, while recognizing that a focus on interest and learning style can provide a wealth of experience.
This inclusive identification process will help you identify gifted and talented students so they can receive the special services they need. Looking forward to Confratute 2011
What Gifted Students Need by Jeff Danielianmassgifted
Education is about understanding, not merely the knowledge related to a specific discipline or parental /educational strategy, but an understanding of the immense variation of our children's and students’ social, emotional, and educational backgrounds, which demand individualized acceptance and consideration. The development of higher order thinking skills and problem solving techniques, creativity training, and autonomous learning should serve as the foundation for the emergent and realized potential of the children we raise and the students we teach. Learn more about the strategies, practices, tools and resources available to parents and educators, while recognizing that a focus on interest and learning style can provide a wealth of experience.
This presentation contains information regarding gifted students and tips for teachers with respect to providing gifted students appropriate educational opportunities.
Challenges and Possibilities for Nurturing Gifted Students in Home and School
Joyce VanTassel-Baska, Ed.D.
The College of William and Mary
JEFFCO, Colorado
Parent Meeting
September 23, 2013
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.
This presentation is an overview of the gifted child; it identifies gifted learners, special populations, social and emotional needs, common characteristics and suggestions for parents, teachers and gifted learners.
Motivating Gifted Children - Supporting Exceptionally Able Children's Motivat...Giftedkids.ie
Dr. Sarah McElwee is a Post-doctoral Research Associate in the Department of Experimental Psychology at the University of Oxford, where she conducts research on identifying able children who underachieve, and the effect of mentorship on raising aspirations in able children. In this presentation (first broadcast on May 19th 2010 at a Giftedkids.ie webinar) Dr. McElwee focuses on the following topics:
The link between motivation and challenge
Orientations to learning, specifically "performance" approaches versus "mastery" approaches.
How beliefs about the nature of intelligence can impact upon motivation.
Socio-emotional aspects of underachievement and motivation.
Ideas for parents and teachers on building motivation.
Communicating Their Stories: 2015 SuperAcacRebecca Joseph
We believe personal statements and college applicant essays help round out applications and provide a uniquely personal opportunity for students to share their stories. We come from both sides of the admissions desk, so thank you for coming to our session.
Gifted Students - What is Giftedness The Gifted Child Workshop Part 3Lakshmi Sharma
what is giftedness focuses on the child & gifted identity - gagne & Mahoney theories. Relates to the child as a whole & how that impacts the development of that child's giftedness.
Join the Food Health Education Pub and SUBSCRIBE! My videos includes creative artwork, educational, health videos and much more.
SUBSCRIBE HERE:
https://www.youtube.com/channel/UCJGIUBHMmFmj9BqG7N0kUNg?view_as=public
JOIN US ON FACEBOOK: https://www.facebook.com/Food-Health-Edu-109744533798479/
This presentation contains information regarding gifted students and tips for teachers with respect to providing gifted students appropriate educational opportunities.
Challenges and Possibilities for Nurturing Gifted Students in Home and School
Joyce VanTassel-Baska, Ed.D.
The College of William and Mary
JEFFCO, Colorado
Parent Meeting
September 23, 2013
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.
This presentation is an overview of the gifted child; it identifies gifted learners, special populations, social and emotional needs, common characteristics and suggestions for parents, teachers and gifted learners.
Motivating Gifted Children - Supporting Exceptionally Able Children's Motivat...Giftedkids.ie
Dr. Sarah McElwee is a Post-doctoral Research Associate in the Department of Experimental Psychology at the University of Oxford, where she conducts research on identifying able children who underachieve, and the effect of mentorship on raising aspirations in able children. In this presentation (first broadcast on May 19th 2010 at a Giftedkids.ie webinar) Dr. McElwee focuses on the following topics:
The link between motivation and challenge
Orientations to learning, specifically "performance" approaches versus "mastery" approaches.
How beliefs about the nature of intelligence can impact upon motivation.
Socio-emotional aspects of underachievement and motivation.
Ideas for parents and teachers on building motivation.
Communicating Their Stories: 2015 SuperAcacRebecca Joseph
We believe personal statements and college applicant essays help round out applications and provide a uniquely personal opportunity for students to share their stories. We come from both sides of the admissions desk, so thank you for coming to our session.
Gifted Students - What is Giftedness The Gifted Child Workshop Part 3Lakshmi Sharma
what is giftedness focuses on the child & gifted identity - gagne & Mahoney theories. Relates to the child as a whole & how that impacts the development of that child's giftedness.
Join the Food Health Education Pub and SUBSCRIBE! My videos includes creative artwork, educational, health videos and much more.
SUBSCRIBE HERE:
https://www.youtube.com/channel/UCJGIUBHMmFmj9BqG7N0kUNg?view_as=public
JOIN US ON FACEBOOK: https://www.facebook.com/Food-Health-Edu-109744533798479/
Meaning, Definition, Characteristics, Causes or Factors Affecting Giftedness, Types of Giftedness, Tools for Identification and Assessment of Giftedness.
Exclusively for District Superintendents and High School Principals. Discover three quick ways to help your faculty increase your senior college applicant ratio in our upcoming webinar, “Stop the Panic"
√ Ramp your FAFSA rates
√ Spur essay ease with excellence
√ Empower your counselors to max their # of seniors who apply
Sponsored by GATE College System, hosted by founder/CEO Pamela Donnelly with special guest, college access expert Dr. Rebecca Joseph. This brief webinar presented innovative tactics for optimizing college admissions goals by December 31st. Originally aired on December 4th 2018.
Creating College Ready Students – Tips, Strategies, Examples and Services to ...SmarterServices Owen
Webinar discussing challenges of college student readiness, includes resources to combat the challenge and specific examples of what is working for other schools.
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.
Why the First-Gen Mindset is Crucial to Student RetentionPresence
Saby Labor, Lindsay Murdock, and Kayley Robsham review how professionals can reframe their perspectives to that of a 'first-gen mindset' better serve students.
What makes online interactions beneficial? How does quality productivity in a digital environment support the building of your personal brand? Find out in today's lecture!
What makes up a person's digital identity? Why should students control the information available about them online? What are the most popular social media outlets?
In the year 2030, NASA intends to send humans to Mars (the red planet). Gifted students in our classrooms today are the scientists, engineers, pioneers, and innovators who will make that plan a reality, but they cannot accomplish this without motivation, determination and perseverance. These students must learn the skills that will enable them to take initiative, work autonomously, make decisions, and persevere in the face of obstacles to become the creative and independent producers that the future needs. Join us as we explore activities that support students in developing the strategies for awesomeness.
Gifted students today have access to more information than ever before and are connected in ways that no generation before has ever been. Yet they often do not understand the power they wield in digital environments or how to use information and networks to advance their learning. FutureCasting, a pedagogical roadmap, helps students develop a digital identity that enables them to leverage the power at their fingertips for achievement. The process enables students to take control of their digital identity and personal reputation, identify the value systems that influence choices, define personal and “professional” goals, and build influence in a global society. Join us as we explore activities that can be implemented in classrooms immediately and help students launch their talents!
In the year 2035, NASA intends to send humans to Mars (the red planet). Gifted students in our classrooms today are the scientists, engineers, pioneers, and innovators who will make that plan a reality, but they cannot accomplish this without motivation, determination, and perseverance. These students must learn the skills that will enable them to take initiative, work autonomously, make decisions, and persevere in the face of obstacles to become the creative and independent producers that the future needs. Join us as we explore activities that support students in developing the strategies for awesomeness.
FutureCasting provides a systematic framework that enables individuals to navigate the environments they encounter, achieve the goals they set, and establish a network of support for both personal and “professional” advancement. The program results in tangible outcomes related to personal brand, digital footprint, citizenship, and online presence.
FutureCasting at Duke TIP Summer InstituteAngela Housand
Futurecasting is a program that provides a systematic framework for adolescents and young adults that will enable them to navigate the environments they encounter, achieve the goals they set, and establish a network of support for both personal and “professional” advancement. The program results in tangible outcomes related personal identity formation, digital footprint awareness, and online presence. Become the hero of your own story with FutureCasting!
By 2040, NASA intends to send humans to Mars. Gifted students in our classrooms today are the scientists, engineers, pioneers, and innovators who will make that plan a reality, but they cannot accomplish this without motivation, determination and perseverance. These students must learn the skills that will enable them to take initiative, work autonomously, make decisions, and persevere in the face of obstacles to become the creative and independent producers that the future needs. Join us as we explore activities that support students in developing the strategies for awesomeness.
FutureCasting, a framework of “life skills” enables young people to connect who they are today with the person they will be in the future. Within this framework, students answer the questions “Who am I?” and “Who do I want to be?” The answers to these questions empower students to take control of their digital identity and personal reputation, identify the value systems that influence choices, define personal and “professional” goals, and become aware of how the choices they make today effect future opportunities. This session introduces teachers to FutureCasting and provides activities for participants that can be implemented immediately. Join us as we begin the work of helping students become the master of their own developmental trajectory and the hero of their own story!
FutureCasting, a framework of “life skills” enables young people to connect who they are today with the person they will be in the future. Within this framework, students answer the questions “Who am I?” and “Who do I want to be?” The answers to these questions empower students to take control of their digital identity and personal reputation, identify the value systems that influence choices, define personal and “professional” goals, and become aware of how the choices they make today effect future opportunities. This session introduces teachers to FutureCasting and provides activities for participants that can be implemented immediately. Join us as we begin the work of helping students become the master of their own developmental trajectory and the hero of their own story!
FutureCasting, a framework of “life skills” enables young people to connect who they are today with the person they will be in the future. Within this framework, students answer the questions “Who am I?” and “Who do I want to be?” The answers to these questions empower students to take control of their digital identity and personal reputation, identify the value systems that influence choices, define personal and “professional” goals, and become aware of how the choices they make today effect future opportunities. This session introduces teachers to FutureCasting and provides activities for participants that can be implemented immediately. Join us as we begin the work of helping students become the master of their own developmental trajectory and the hero of their own story!
The Internet provides access to information and enables connection in ways that no generation before has ever experienced. While gifted students in our classrooms may have the intellectual maturity for Internet participation, they may lack the social and emotional maturity. How then do we help them develop the skills of digital citizenship while maintaining safe boundaries and limiting their access to the Internet? This session introduces teachers to FutureCasting and provides activities for participants that can be implemented immediately. Join us as we help students use technology to be productive, participate in an online community, and develop a digital presence!
The Internet has become the great equalizer of the 21st Century. Today, gifted students have access to information and networks of influence previously reserved for adults. With this access, comes great opportunity and great responsibility. Gifted students can pursue interests, showcase their abilities, and even advance their career before ever leaving middle school, but are they ready to launch their talent onto a global stage?
Attaining success requires resiliency in order to overcome challenges along the way. Yet many advanced learners expect to “get the right answer” on their first attempt and once faced with truly challenging situations, give up before trying. This session provides parents with strategies to support high potential youth as they engage in the struggles that lead to meaningful SUCCESS.
Gifted students today have access to more information than ever before and are connected in ways that no generation before has ever been. Yet they often do not understand the power they wield in digital environments or how to use information and networks to advance their learning. FutureCasting, a pedagogical roadmap, helps students develop a digital identity that enables them to leverage the power at their fingertips for achievement. The process enables students to take control of their digital identity and personal reputation, identify the value systems that influence choices, define personal and “professional” goals, and build influence in a global society.
Serendipity, that unexpected but fortunate discovery or learning experience that happened accidentally, is often characterized by successful people as a “chance encounter” or a “lucky break”. In reality, luck is what happens when preparation meets opportunity (Roman Philosopher, Seneca), and gifted students in particular have the preparation, but may not have the skills to leverage technology to create opportunities. This session highlights how gifted students are uniquely qualified to leverage technology to achieve their goals, illustrates the strategies successful individuals use to make their own luck, and provides concrete examples and activities that can be applied in classrooms or at home to enable gifted students to manifest their potential for self-fulfillment and the betterment of society.
Futurecasting for Kansas Association for the Gifted, Talented, & CreativeAngela Housand
Digital Citizenship through Self-Awareness
FutureCasting™ is a curriculum of “life skills” that enables individuals of all ages to take control of their digital identity and personal reputation, identify the value systems that influence choices, define personal and professional goals, and build influence in a global society.
The goals of FutureCasting™ are to:
1. Increase individuals’ self-awareness, engagement in learning, and achievement
2. Enable individuals to develop globally recognized digital identities
3. Prepare individuals to contribute positively to local, national, and global communities.
The FutureCasting™ framework provide the necessary knowledge, tools, and skills to create a digitally responsible and influential online identity while serving numerous educational goals. For example, Millennials (individuals aged 10-25), have never known a life without computers and access to the Internet. However, just because Millennials are “digital natives” does not mean they know how to use technology responsibly or effectively leverage the ubiquitous information available online. FutureCasting™ enables them to learn the skills of digital citizenship: Being responsible producers and critical consumers of information on the Internet. Skills like conducting research online, developing a professional network, and creating a website are combined with critical self-examination to help users attain truly integrated success.
FutureCasting™ has the potential to benefit anyone who wants to increase their online presence, align their digital footprint with personal and professional goals, or learn the skills of socially responsible action. Students, ages 12-25, can use FutureCasting™ to create a digital portfolio that reflects the intersection of personal interests with academic productivity. Meanwhile adults entering the workforce can use FutureCasting™ to develop an online presence that highlights their unique talents; making their successes more accessible to future employers and putting them ahead of their competition.
In an era when information and opportunities are driven by access to information on the Internet, a tool like FutureCasting™ is what empowers people to leverage that information to catapult themselves into a future of their own design.
Carolina Forest International Elementary is implementing gifted pedagogy for all of the second grade students. This presentation is a first step in supporting teachers in that process.
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.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
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
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Six Steps to Success: Effective Identification Procedures
1. Six Steps to Success:Effective Identification Procedures Angela M. Housand University of North Carolina, Wilmington housanda@uncw.edu North Carolina Association for the Gifted and Talented 2010 Winston Salem, NC
5. Understand the unique behaviors that characterize giftedness Specific resources and examples for your use and adaptation An easy to follow 6-step strategy for identifying students for talent development Why This Session?
6. This person was told by an editor that she could never write anything that had popular appeal.
7. P Louisa May Alcott was told by an editor that she would never write anything popular. Little Women is considered one of the the best American children’s books of the past 200 years.
8. This person had a stormy and emotionally traumatic childhood. She was considered an odd-ball by many of her playmates. Even her family provided her with very little encouragement and support. For many years she lived in fantasy as the mistress of her alcoholic father’s household.
10. You must do the thing you think you cannot do. -Eleanor Roosevelt
11. This person was four years old before he could speak and seven before he could read: He was considered dull by both his parents and his teachers.
12. Albert Einstein Above average intelligence (Cox, 1926; Reis, 1995; Walberg et. al., 1981; Walberg & Paik, 2005) Image: http://streams.gandhiserve.org/images/einstein.jpg
13. P This man was fired by a newspaper editor because he didn’t have enough good ideas.
14. P Walt Disney This man was fired by a newspaper editor because he didn’t have enough good ideas.
15. As a child this person was hyperactive, had a speech defect, was prone to constant colds, had poor peer relationships, and frequently failed in school. It took him three years to complete the first grade. His father soon decided the boy needed more discipline and suggested military school. Before being admitted, however, he failed the entrance examination three times. A teacher once called him the naughtiest small boy in England.
16. WinstonChurchill Superior capacity for communication Well-rounded Broad interests (Reis, 1995, 1998, 2005; Van-Tassel Baska 1989; Walberg et. al., 1981; Walberg & Paik, 2005) Image: http://worldroots.com/brigitte/gifs/churchill.jpg
17. Topics for Today Giftedness & Gifted Behaviors Identifying G & T Students Wrap-up and Closure
18. Definition There is no universally accepted definition for gifted, talented, or giftedness
19. Article 9B Academically or intellectually gifted students perform or show the potential to perform at substantially high levels of accomplishment when compared with others of their age, experience, or environment. Academically or intellectually gifted students exhibit high performance capability in intellectual areas, specific academic fields, or in both intellectual areas and specific academic fields. Academically or intellectually gifted students require differentiated educational services beyond those ordinarily provided by the regular educational program. Outstanding abilities are present in students from all cultural groups, across all economic strata, and in all areas of human endeavor. (1996, 2nd Ex. Sess., c. 18, s. 18.24(f).)
20. Article 9B School districts are required to follow the North Carolina state definition: Guide the identification process Consequently determine who is selected for services
21. Identification Considerations There is no perfect identification system! Match identification procedures to the services provided Identification does not determine if a student is “gifted” or “not gifted” It selects students who would benefit from supplementary services
22. Identification Considerations High performance vs. high potential High potential students may require different kinds of programming options than high performing students Establish local norms Use grade level, similarity of learning opportunities & background characteristics
23. Identification Considerations Target specific behaviors and potentials Avoid generic labels Moderately gifted Highly gifted Label the services, not the students
24. Identification Procedures Answer Who are the gifted and talented students? Why are we striving to identify them? How do we find them?
25. Identification Procedures Answer What are the most appropriate tools for identifying students’ gifts and talents? How are data from various tools analyzed and interpreted? Who is responsible for identifying students’ gifts and talents?
26. Identification Procedures Should: Make logical direct statements about how and where to start the process of screening Be public Be provided in multiple languages Reflect the dominant student and parent populations Reflect the student population and demographics of the district
27. Identification Procedures Should: Reflect students’ needs Reflect the state definition of giftedness Be defensible and inclusive Include students with disabilities who are English language learners economically disadvantaged
28. Identification Procedures Should: Check assessment tools for potential bias Be flexible Be communicated teachers parents administrators students Be updated at regular intervals to reflect changing demographics
29. 3 Things to Avoid Pitting parents of advantaged children against parents of disadvantaged children Leading people to believe that any one instrument is the answer to identification Proliferating the amount of paperwork
30. Don’t go! I’m sure page 3 of Billy’s Gifted Matrix Checklist No. 5.3 (a) is in here somewhere.
31. Renzulli’sIdentification System Based on the 3-Ring Conception of Giftedness & The Enrichment Triad Model Strives for equity, excellence, and economy Designed to be flexible Based on research into the behavioral characteristics of highly creative & productive people
33. The 3 Goals ofRenzulli’s Identification System #1 Develop the potential of students who may come to an educators’ attention through alternate means of identification.
34. The 3 Goals ofRenzulli’s Identification System #2 To ensure that students’ have the support that will promote the interaction of creativity, task commitment, and above average achievement. (Bringing the “rings together!)
35. The 3 Goals ofRenzulli’s Identification System #3 Provide opportunities, resources, and encouragement for the development and application of gifted behaviors.
38. T I C U C A P Gifted Behaviors NOT Gifted People!
39. Gifted Artist Talented Mathematician Use “defining” terms as adjectives: Talented Musician Gifted Writer
40. Above Average Ability Above Average (General) Ability: Characteristics High levels of: Abstract thinking Verbal reasoning Numerical reasoning Spatial relations Memory & word fluency
41. Above Average Ability Above Average (General) Ability: Characteristics Automization of: Information processing Rapid, accurate & selective retrieval of information Adapts to novel situations
42. Above Average Ability Above Average (Specific) Ability: Characteristics Application of various combinations of general abilities to one or more specialized areas of knowledge or performance
43. Above Average Ability Above Average (Specific) Ability: Characteristics Capacity for acquiring & using: Advanced knowledge Techniques Logistics Strategies Capacity to determine relevance of information
44. Task Commitment Task Commitment: Characteristics High levels of: Interest Enthusiasm Fascination Involvement Demonstrates: Perseverance Endurance Determination Hard work Dedicated practice
45. Task Commitment: Characteristics Task Commitment Self-confident Belief in one’s own ability Driven to achieve Rage to Master Open to criticism
46. Task Commitment Task Commitment: Characteristics Ability to identify problems Sets high standards for self & others Developing sense of taste, quality & excellence about work products
56. Characteristics: Differences Superior language Verbal fluency Large vocabulary Superior analytical and reasoning ability High-capacity memory Goes beyond what is sought Abstract, complex, and insightful thinking
58. Creatively Gifted Aware of their own creativeness Originality in thought and action Attracted to complexity and novelty Artistic tendencies Willing to take risks Perceptive
60. And the not so good… Impulsive Egotistical Argumentative Rebellious Uncooperative Stubborn Childish Absentminded Neurotic Temperamental Capricious Careless Disorganized Demanding Indifferent to Conventions
64. Environmental FactorsInfluencing Gifted Behavior SES Parental Personalities Education of Parents Stimulation of Childhood Interests Family Position Formal Education Role Model Availability Physical Illness and/or Well Being Chance Factors Zeitgeist
66. Asynchronous Development Cognitively understand advanced concepts (like mortality) but lack emotional maturity to cope with knowledge Perceived as older due to cognitive ability, but lack behavioral maturity
67. Before Proceeding to Identification Assess Needs and Plan Program Discuss what types of services to provide Choose who will provide services Decide when services will be provided Plan where services will be provided
68. Continuum of Services In Class Enrichment Enrichment Clusters SchoolwideEvents Grade Level Events Differentiation/ Compacting Pull-out Programs Enrichment Clusters Enrichment Triad
70. Internal Consistency Abilities and Interests of Students Services and Programs Provided Identification of interests and needs Characteristics of Students
71. Test Score Criteria [Approximately 50% of The Talent Pool] Total Talent Pool Consists of Approximately 15% of the General Population 99th %ile Test Score Nominations [Automatic, and Based on Local Norms] Step 1 92nd %ile Non-Test Criteria [Approximately 50% of The Talent Pool] Teacher Nominations [Automatic Except in Cases of Teachers Who Are Over or Under Nominators] Step 2 Step 3 Alternative Pathways Case Study Special Nominations Step 4 Case Study Notification of Parents Step 5 Action Information Nominations Step 6 Renzulli Identification System
72. AIG Program Membership Students who demonstrate above average ability on cognitive tests Students who would most benefit from supplementary services Based on state guidelines Use multiple criteria for identification Look beyond the obvious - look for potential
73. Test Score Criteria [Approximately 50% of The Talent Pool] Total Talent Pool Consists of Approximately 15% of the General Population 99th %ile Test Score Nominations [Automatic, and Based on Local Norms] Step 1 92nd %ile Non-Test Criteria [Approximately 50% of The Talent Pool] Teacher Nominations [Automatic Except in Cases of Teachers Who Are Over or Under Nominators] Step 2 Step 3 Alternative Pathways Case Study Special Nominations Step 4 Case Study Notification of Parents Step 5 Action Information Nominations Step 6 Renzulli Identification System
74. Step 1: Test Score Nomination I.Q. Testing And Gifted Education
76. Achievement Tests Iowa Tests of Basic Skills Riverside Publishing Company www.riversidepublishing.com Measures students’ academic skills in several content areas: reading, mathematics, social studies, science, and information sources
77. Achievement Tests Metropolitan Achievement Test Harcourt Brace Educational Measurement www.harcourtassessment.com Focuses on reading, mathematics, language, writing, science, and social studies
78. Achievement Tests Stanford Achievement Test Harcourt Brace Educational Measurement www.harcourtassessment.com Assesses reading, mathematics, language, spelling, study skills, science, social studies, and listening
79. Intelligence/Ability Tests Cognitive Abilities Test Form 6 (CogAT) Riverside Publishing http://www.riverppub.com/ Measures both general and specific reasoning abilities in three areas: verbal, quantitative, and nonverbal
80. Intelligence/Ability Tests Naglieri Nonverbal Ability Test Harcourt Brace Educational Measurement www.harcourtassessment.com Measures nonverbal reasoning and problem-solving abilities. Reading and math skills are not required to respond to each set of patterns.
81. Intelligence/Ability Tests Otis-Lennon School Ability Test Harcourt Brace Educational Measurement www.harcourtassessment.com Measures reasoning skills, including verbal comprehension, verbal reasoning, pictorial reasoning, figural reasoning, and quantitative reasoning.
82. Intelligence/Ability Tests Cornell Critical Thinking Tests Critical Thinking Books & Software www.criticalthinking.com Measures students’ ability to think critically when analyzing premises and conclusions, judge the reliability of information, and identify assumptions.
84. Step 2: Teacher Nomination All Teachers need to be informed Procedures for nomination Students who have gained access through test scores AVOID NEEDLESS PAPERWORK!
85. Step 2: Teacher Nomination Allows identification of students who exhibit behaviors not determined by tests High levels of creativity Task commitment Unusual or intense interests Unusual talents
86. Step 2: Teacher Nomination Acceptance equal to test scores with one exception…
87. Step 2: Teacher Nomination Acceptance equal to test scores with one exception… Teachers who over-identify
90. Step 3: Alternate Pathways Leads to initial consideration by a screening committee NOT AUTOMATIC!
91. Step 3: Alternate Pathways Screening makes evaluation based on: Previous school records Interviews with students, teachers, & parents Administered individual assessments recommended by committee Placed in program on trial basis.
92.
93.
94. Creative Thinking Skills Torrance Tests of Creative Thinking Scholastic Testing www.ststesting.com Figural and Verbal tests assess fluency, flexibility, and originality. The figural test also assesses elaboration.
95. Creative Thinking Skills Group Inventory for Finding Creative Talent Educational Assessment Service www.sylviarimm.com Focuses on creativity via imagination, independence, and multiple interests.
96. Underachievers: Personality Low self-esteem or Low self-efficacy Feelings of Pessimism Anxious, impulsive, or inattentive Aggressive, hostile Depressed Socially immature
101. Twice-Exceptional Gifted with Learning Disability May also demonstrate Learned helplessness Perfectionism Supersensitivity Low self-esteem Behaviors may hamper identification
102. Look For: Advanced vocabulary use Exceptional analytic abilities Divergent thinking High levels of creativity Spatial abilities Advanced problem-solving skills Specific aptitude Good memory
104. Identifying the Underidentified Seek structure and organization in required tasks Be slow to motivate in some abstract activities Have large vocabulary, but one inappropriate for school
105. Identifying the Underidentified Makes up games or activities Have extremely strong concentration Express displeasure in having to stop certain activities
106. Identifying the Underidentified Be very independent Neglect school work due to other interests Not show expected achievement
120. Step 4:Special Nominations Circulate a list to ALL past and present teachers Allows resource teachers to nominate Allows override of current teacher if necessary
121. Step 5:Notification & Orientation of Parents Letter of Notification Comprehensive description of Program Focuses on child placement in Talent Pool Not certification of giftedness
122. Step 5:Notification & Orientation of Parents Meeting to explain ALL program policies, procedures, & activities How admission to program was determined Additions may be made during year Invite further interactions
123. Step 5:Notification & Orientation of Parents Similar orientation for students! Not told they are gifted Focus on the opportunities available to develop gifted behaviors
124. Step 6: Action Information Nominations Safety Valve No.2
125. Step 6:Action Information Nominations The dynamic interactions that occur when a student becomes extremely interested in or excited about a particular topic, area of study, issue, idea, or event.
126. Step 6:Action Information Nominations Any enrichment opportunity (whether school or non-school) that might turn a student onto learning or causes them to express gifted behaviors.
127. Two Types of Information Leading to Identification Status Information Anything you can put down on paper beforehand that tells you something about the student. Action Information Things that you can only document when they are happening or after they happen.
128. Status Information Grades Test scores Student work samples Surveys Interest Learning Styles Expression Styles
143. Sample Items…Imagine that you can spend a week job shadowing any person in your community to investigate a career you might like to have in the future. List the occupations of the persons you would select.1st choice ______________________2nd choice______________________3rd choice ______________________
144. Sample Items (Secondary Interest-A-Lyzer)…If you could conduct an interview with a man or woman you admire, past or present, who would it be? What 3 questions would you ask him or her?1. ____________________________________2. ____________________________________3. ____________________________________
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155. Learning Styles Inventory Sample Items(Renzulli & Smith)… Really Dislike……..Really Like Being a member of a panel that 1 2 3 4 5 is discussing current events Working on your own to prepare 1 2 3 4 5 material you will discuss in class