This presentation discusses the characteristics and needs of gifted students. While gifted students are highly intelligent, they do not always achieve high performance if their needs are not met. Gifted students need guidance and challenges just as much as other students. They tend to think logically, challenge authority, have a strong sense of humor, and operate at a high intensity. They also may struggle with perfectionism, fear of failure, disorganization and lack of motivation if not engaged. The presentation recommends differentiating instruction for gifted students by allowing choice, focusing on higher-order thinking through creation and real-world applications, and using strategies like learning menus and tiered activities. Teachers are tasked with creating a differentiated activity for an upcoming unit that incorporates these recommendations
The document discusses gifted learners, including common characteristics like intense focus, quick learning, and sensitivity. It addresses common problems gifted students face like boredom, underachievement, and peer issues. The document also aims to dispel myths about giftedness, such as the ideas that giftedness is only in academics or requires an exceptional IQ. It emphasizes that both nature and nurture contribute and that gifted students need specialized support to reach their potential. The document concludes by discussing programming and curriculum options that can help meet gifted students' unique academic needs.
This document discusses the history and definitions of giftedness and talent development. It notes that giftedness has been displayed throughout history in various cultures and eras, in fields like city planning, athletics, philosophy, and technological innovation. Definitions of giftedness have evolved from focusing on high IQ to recognizing multiple factors and types of intelligence. The document also outlines common characteristics of gifted students, different subgroups, approaches to gifted education, and keys to success for gifted learners.
This document provides an introduction to gifted education, including definitions of giftedness, characteristics of gifted students, myths and realities about giftedness, and challenges in identifying and meeting the needs of gifted students. It discusses John Steinbeck's view of a gifted teacher's impact and summaries research finding most teachers have no training in gifted education and most gifted students receive no curriculum differentiation.
Identifying Gifted Students in the ClassroomAngela Housand
This document discusses understanding giftedness and identifying gifted students. It begins by outlining the goals of understanding unique gifted behaviors, providing resources for talent development, and identifying students using a 6-step strategy. It then provides examples of matching personality descriptions with famous individuals. The rest of the document discusses defining giftedness, characteristics of gifted individuals such as asynchronous development and underachievement, looking for advanced abilities, and differentiating gifted learners from high achievers. It aims to help understand giftedness in context and identify gifted students.
This document discusses giftedness and characteristics of gifted children. It defines giftedness and different levels of gifted intelligence based on IQ scores. Some key characteristics of gifted children mentioned include advanced language ability, reading above grade level, subtle humor, intense interests in specific topics, creative thinking, and strong memory skills. The document also notes potential issues gifted children may face like perfectionism, underachievement, and anxiety. It provides strategies for teaching gifted students such as modifying content, allowing student preferences, and establishing flexible learning environments.
This presentation contains information regarding gifted students and tips for teachers with respect to providing gifted students appropriate educational opportunities.
This presentation discusses the characteristics and needs of gifted students. While gifted students are highly intelligent, they do not always achieve high performance if their needs are not met. Gifted students need guidance and challenges just as much as other students. They tend to think logically, challenge authority, have a strong sense of humor, and operate at a high intensity. They also may struggle with perfectionism, fear of failure, disorganization and lack of motivation if not engaged. The presentation recommends differentiating instruction for gifted students by allowing choice, focusing on higher-order thinking through creation and real-world applications, and using strategies like learning menus and tiered activities. Teachers are tasked with creating a differentiated activity for an upcoming unit that incorporates these recommendations
The document discusses gifted learners, including common characteristics like intense focus, quick learning, and sensitivity. It addresses common problems gifted students face like boredom, underachievement, and peer issues. The document also aims to dispel myths about giftedness, such as the ideas that giftedness is only in academics or requires an exceptional IQ. It emphasizes that both nature and nurture contribute and that gifted students need specialized support to reach their potential. The document concludes by discussing programming and curriculum options that can help meet gifted students' unique academic needs.
This document discusses the history and definitions of giftedness and talent development. It notes that giftedness has been displayed throughout history in various cultures and eras, in fields like city planning, athletics, philosophy, and technological innovation. Definitions of giftedness have evolved from focusing on high IQ to recognizing multiple factors and types of intelligence. The document also outlines common characteristics of gifted students, different subgroups, approaches to gifted education, and keys to success for gifted learners.
This document provides an introduction to gifted education, including definitions of giftedness, characteristics of gifted students, myths and realities about giftedness, and challenges in identifying and meeting the needs of gifted students. It discusses John Steinbeck's view of a gifted teacher's impact and summaries research finding most teachers have no training in gifted education and most gifted students receive no curriculum differentiation.
Identifying Gifted Students in the ClassroomAngela Housand
This document discusses understanding giftedness and identifying gifted students. It begins by outlining the goals of understanding unique gifted behaviors, providing resources for talent development, and identifying students using a 6-step strategy. It then provides examples of matching personality descriptions with famous individuals. The rest of the document discusses defining giftedness, characteristics of gifted individuals such as asynchronous development and underachievement, looking for advanced abilities, and differentiating gifted learners from high achievers. It aims to help understand giftedness in context and identify gifted students.
This document discusses giftedness and characteristics of gifted children. It defines giftedness and different levels of gifted intelligence based on IQ scores. Some key characteristics of gifted children mentioned include advanced language ability, reading above grade level, subtle humor, intense interests in specific topics, creative thinking, and strong memory skills. The document also notes potential issues gifted children may face like perfectionism, underachievement, and anxiety. It provides strategies for teaching gifted students such as modifying content, allowing student preferences, and establishing flexible learning environments.
This presentation contains information regarding gifted students and tips for teachers with respect to providing gifted students appropriate educational opportunities.
Managing And Challenging The Gifted Childtarashank
The document discusses managing and challenging gifted children. It provides characteristics of giftedness that may be recognized early, such as advanced attention span and passion for learning. Families play an essential role in developing gifts and talents. School readiness depends on brain development milestones like hemispheric dominance and self-control. Differentiating instruction and respecting individual differences are important for gifted education.
This document discusses identifying gifted and talented students. It begins with definitions of giftedness and different models for conceptualizing giftedness. It then discusses characteristics commonly seen in gifted individuals, both positive traits like curiosity and rapid learning as well as potential negatives like uneven development. The document emphasizes using identification procedures that are inclusive and reflect the diversity of the student population. It recommends using multiple criteria and sources of data in identification to avoid unfairly excluding certain groups. The goals of identification should be to select students who would benefit from supplementary services and to label the services not the students.
The document provides an overview of a seminar on giftedness and enrichment programs for gifted students. It discusses definitions of giftedness, characteristics of gifted children, and strategies to support them. It also outlines the enrichment and extension program offered at Samford State School for gifted students in years 4-7, including advanced problem solving, robotics competitions, and film projects.
This document provides motivational ideas and strategies for gifted students from Alan Haskvitz, a highly decorated teacher. It discusses defining and addressing underachievement in gifted students. It suggests intrinsic rather than extrinsic rewards, appealing to students' interests, allowing choice, and relating lessons to students' lives. It emphasizes learning by doing, creating timelines and organizers, empowering students, and setting high expectations for both students and teachers.
Gifted Students Education of the Gifted Child Giftedness Workshop Part 5Lakshmi Sharma
This document discusses key considerations for educating gifted children. It outlines common issues parents face getting their gifted child's needs met in school, including teachers not providing appropriate challenges. While most teachers aim to support all students, few have gifted training. The document recommends parents evaluate a school's gifted policies, programs, and willingness for subject or grade acceleration before enrolling a gifted child. It also provides an overview of learning models and strategies that are effective for gifted students, emphasizing higher-order thinking skills.
The purpose of gifted and talented (GT) programs is to identify students who exhibit characteristics of high general intellectual ability and creativity to meet their special learning needs. GT programs provide a differentiated, enriched academic environment for advanced learners. Effective GT programs pursue all options to accommodate exceptionally gifted children, who often have diverse needs. Students may be identified and served in core academic areas or areas like general intellectual ability and creativity.
This document discusses teaching strategies for educating gifted children. It begins by outlining the debate around gifted education and increasing global interest in customized programs. While programs for disabled children have received priority, gifted children's potential has often been neglected. The document then examines characteristics of gifted children like rapid learning, strong reasoning skills, and early reading. It provides teaching strategies teachers can use to meet gifted children's unique learning needs, such as promoting higher-order thinking. The overall discussion focuses on finding the most suitable approach to educating gifted children without damaging their nature.
The document discusses gifted children from the perspectives of parents, teachers, and educators. It notes that gifted children can be both exhilarating and frustrating for parents and teachers due to their advanced abilities and behaviors. The document also discusses some of the challenges teachers face in serving gifted children, such as identifying them appropriately and balancing their needs with the rest of the class. Finally, it discusses the lack of understanding around giftedness and the need to educate teachers, parents, students, and communities on the topic.
A 1978 survey of 42 states found that 37 recognized certain attributes of gifted and talented students including intellectual giftedness, performing/visual arts, academics, creativity, leadership, and cultural diversity. The Jacob K. Javits Gifted and Talented Students Education Act supports gifted students but does not fund local programs. It provides grants to develop models to serve underrepresented students and support state and local efforts to improve services. Gifted students need support from teachers and families, with lessons tailored to their abilities. Texas requires 30 hours of professional development in gifted education for those teaching gifted students.
All of us are not same and doesn't have similar learning capacities. Thus there different types of learners among us..To learn more about different types of learners just go through my slide.
This document provides an online module about creatively gifted students that covers their characteristics, identification, and support. It describes common traits like thinking differently, problem solving, and risk taking. The module recommends teachers use flexible rubrics and let students choose how to explore and present on assigned topics to best support creatively gifted learners.
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
This document discusses identifying gifted and talented students. It begins by summarizing key definitions of giftedness, such as Gardner's multiple intelligences, Sternberg's triarchic theory, and the US Department of Education definition. It then discusses identification procedures, noting that definitions should guide identification and not discriminate against certain groups. The document outlines Renzulli's identification system in particular, which uses a three-step process involving test scores, teacher nominations, and alternative pathways to identify gifted students. It emphasizes the importance of identifying students from diverse backgrounds and avoiding an over-reliance on any single identification method or instrument.
This document discusses twice exceptional, or gifted/learning disabled, students. It notes that around 2-5% of gifted students may also have a learning disability. These students can excel in some areas but struggle in others. The document provides suggestions for programming and accommodating twice exceptional students, such as focusing on strengths, direct instruction of strategies, use of technology, and differentiation. It emphasizes identifying and building on students' strengths while also directly teaching compensatory strategies for their weaknesses.
The document discusses strategies for addressing the social and emotional needs of gifted students. It notes that while only a small percentage of gifted children have psychological issues, addressing their needs is important to promote achievement and well-being over underachievement, isolation and poor mental health. The document defines giftedness and its asynchronous development, outlines intellectual and personality characteristics of giftedness including perfectionism and sensitivity, and provides 10 strategies teachers can use to help gifted students, such as recognizing their asynchronous development, providing a safe learning environment, teaching creative problem solving skills, and raising the ceiling of learning challenges.
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
Gifted and talented students are those who perform or show potential for performing at remarkably high levels compared to others their age in areas such as learning, reasoning, and verbal abilities. They require specialized education to match their abilities and keep them engaged. Identifying gifted students involves assessments of intelligence, abilities, and observations of teachers and parents. Technology and individualized curriculum can help provide appropriate challenges for gifted learners while developing their talents.
***** Behavioral science Course ******
Gifted children
- Definition
- Genetics of giftedness
- Identification of giftedness
- Characteristics of gifted children
- Problems that encountered by gifted children
- Hidden giftedness
- The role of Family and gifted child
- The role of School and gifted child
The document discusses common difficulties that gifted students may face, such as perfectionism and masked disabilities, which can lead to underachievement. Perfectionism can prevent students from taking on challenges and cause problems in relationships. Masked disabilities occur when giftedness hides disabilities, like a gifted student also having ADHD. Underachievement can be situational or chronic, requiring different levels of support. The document provides resources for parents and educators to help gifted students struggling with these issues.
The document discusses strategies for differentiating instruction to meet the needs of gifted students in a mixed-ability classroom. It defines gifted students and notes their specific needs, such as mastering content faster than peers. The document recommends pre-assessing students to understand their strengths, interests, and learning needs. It provides examples of differentiated strategies like curriculum compacting, independent studies, tiered lessons, and choice that allow gifted students to learn at an appropriate pace and level of challenge.
Gifted and talented students are difficult to define precisely but generally refer to the top 2% of students academically. They are often identified by superior performance, advanced vocabulary, and problem-solving skills, but can also struggle from boredom, anxiety, or feeling isolated from peers. Teachers are key in identification and should be aware of models like Gardner's theory of multiple intelligences and Renzulli's three-ring concept of giftedness, which classify strengths across various abilities. Supporting gifted students requires differentiation, enrichment, and adapting curriculum to motivate them while in regular classrooms. Acceleration and extracurricular programs can further challenge very gifted students.
There are different types of gifted students that have unique characteristics and needs. Gifted students learn differently than their peers and may struggle if these needs are not addressed. It can be difficult to identify gifted students, especially those from disadvantaged or culturally diverse backgrounds. Failure to identify gifted students can lead to problems, so it is important to have appropriate identification processes and differentiated curriculum that challenges gifted learners.
Managing And Challenging The Gifted Childtarashank
The document discusses managing and challenging gifted children. It provides characteristics of giftedness that may be recognized early, such as advanced attention span and passion for learning. Families play an essential role in developing gifts and talents. School readiness depends on brain development milestones like hemispheric dominance and self-control. Differentiating instruction and respecting individual differences are important for gifted education.
This document discusses identifying gifted and talented students. It begins with definitions of giftedness and different models for conceptualizing giftedness. It then discusses characteristics commonly seen in gifted individuals, both positive traits like curiosity and rapid learning as well as potential negatives like uneven development. The document emphasizes using identification procedures that are inclusive and reflect the diversity of the student population. It recommends using multiple criteria and sources of data in identification to avoid unfairly excluding certain groups. The goals of identification should be to select students who would benefit from supplementary services and to label the services not the students.
The document provides an overview of a seminar on giftedness and enrichment programs for gifted students. It discusses definitions of giftedness, characteristics of gifted children, and strategies to support them. It also outlines the enrichment and extension program offered at Samford State School for gifted students in years 4-7, including advanced problem solving, robotics competitions, and film projects.
This document provides motivational ideas and strategies for gifted students from Alan Haskvitz, a highly decorated teacher. It discusses defining and addressing underachievement in gifted students. It suggests intrinsic rather than extrinsic rewards, appealing to students' interests, allowing choice, and relating lessons to students' lives. It emphasizes learning by doing, creating timelines and organizers, empowering students, and setting high expectations for both students and teachers.
Gifted Students Education of the Gifted Child Giftedness Workshop Part 5Lakshmi Sharma
This document discusses key considerations for educating gifted children. It outlines common issues parents face getting their gifted child's needs met in school, including teachers not providing appropriate challenges. While most teachers aim to support all students, few have gifted training. The document recommends parents evaluate a school's gifted policies, programs, and willingness for subject or grade acceleration before enrolling a gifted child. It also provides an overview of learning models and strategies that are effective for gifted students, emphasizing higher-order thinking skills.
The purpose of gifted and talented (GT) programs is to identify students who exhibit characteristics of high general intellectual ability and creativity to meet their special learning needs. GT programs provide a differentiated, enriched academic environment for advanced learners. Effective GT programs pursue all options to accommodate exceptionally gifted children, who often have diverse needs. Students may be identified and served in core academic areas or areas like general intellectual ability and creativity.
This document discusses teaching strategies for educating gifted children. It begins by outlining the debate around gifted education and increasing global interest in customized programs. While programs for disabled children have received priority, gifted children's potential has often been neglected. The document then examines characteristics of gifted children like rapid learning, strong reasoning skills, and early reading. It provides teaching strategies teachers can use to meet gifted children's unique learning needs, such as promoting higher-order thinking. The overall discussion focuses on finding the most suitable approach to educating gifted children without damaging their nature.
The document discusses gifted children from the perspectives of parents, teachers, and educators. It notes that gifted children can be both exhilarating and frustrating for parents and teachers due to their advanced abilities and behaviors. The document also discusses some of the challenges teachers face in serving gifted children, such as identifying them appropriately and balancing their needs with the rest of the class. Finally, it discusses the lack of understanding around giftedness and the need to educate teachers, parents, students, and communities on the topic.
A 1978 survey of 42 states found that 37 recognized certain attributes of gifted and talented students including intellectual giftedness, performing/visual arts, academics, creativity, leadership, and cultural diversity. The Jacob K. Javits Gifted and Talented Students Education Act supports gifted students but does not fund local programs. It provides grants to develop models to serve underrepresented students and support state and local efforts to improve services. Gifted students need support from teachers and families, with lessons tailored to their abilities. Texas requires 30 hours of professional development in gifted education for those teaching gifted students.
All of us are not same and doesn't have similar learning capacities. Thus there different types of learners among us..To learn more about different types of learners just go through my slide.
This document provides an online module about creatively gifted students that covers their characteristics, identification, and support. It describes common traits like thinking differently, problem solving, and risk taking. The module recommends teachers use flexible rubrics and let students choose how to explore and present on assigned topics to best support creatively gifted learners.
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
This document discusses identifying gifted and talented students. It begins by summarizing key definitions of giftedness, such as Gardner's multiple intelligences, Sternberg's triarchic theory, and the US Department of Education definition. It then discusses identification procedures, noting that definitions should guide identification and not discriminate against certain groups. The document outlines Renzulli's identification system in particular, which uses a three-step process involving test scores, teacher nominations, and alternative pathways to identify gifted students. It emphasizes the importance of identifying students from diverse backgrounds and avoiding an over-reliance on any single identification method or instrument.
This document discusses twice exceptional, or gifted/learning disabled, students. It notes that around 2-5% of gifted students may also have a learning disability. These students can excel in some areas but struggle in others. The document provides suggestions for programming and accommodating twice exceptional students, such as focusing on strengths, direct instruction of strategies, use of technology, and differentiation. It emphasizes identifying and building on students' strengths while also directly teaching compensatory strategies for their weaknesses.
The document discusses strategies for addressing the social and emotional needs of gifted students. It notes that while only a small percentage of gifted children have psychological issues, addressing their needs is important to promote achievement and well-being over underachievement, isolation and poor mental health. The document defines giftedness and its asynchronous development, outlines intellectual and personality characteristics of giftedness including perfectionism and sensitivity, and provides 10 strategies teachers can use to help gifted students, such as recognizing their asynchronous development, providing a safe learning environment, teaching creative problem solving skills, and raising the ceiling of learning challenges.
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
Gifted and talented students are those who perform or show potential for performing at remarkably high levels compared to others their age in areas such as learning, reasoning, and verbal abilities. They require specialized education to match their abilities and keep them engaged. Identifying gifted students involves assessments of intelligence, abilities, and observations of teachers and parents. Technology and individualized curriculum can help provide appropriate challenges for gifted learners while developing their talents.
***** Behavioral science Course ******
Gifted children
- Definition
- Genetics of giftedness
- Identification of giftedness
- Characteristics of gifted children
- Problems that encountered by gifted children
- Hidden giftedness
- The role of Family and gifted child
- The role of School and gifted child
The document discusses common difficulties that gifted students may face, such as perfectionism and masked disabilities, which can lead to underachievement. Perfectionism can prevent students from taking on challenges and cause problems in relationships. Masked disabilities occur when giftedness hides disabilities, like a gifted student also having ADHD. Underachievement can be situational or chronic, requiring different levels of support. The document provides resources for parents and educators to help gifted students struggling with these issues.
The document discusses strategies for differentiating instruction to meet the needs of gifted students in a mixed-ability classroom. It defines gifted students and notes their specific needs, such as mastering content faster than peers. The document recommends pre-assessing students to understand their strengths, interests, and learning needs. It provides examples of differentiated strategies like curriculum compacting, independent studies, tiered lessons, and choice that allow gifted students to learn at an appropriate pace and level of challenge.
Gifted and talented students are difficult to define precisely but generally refer to the top 2% of students academically. They are often identified by superior performance, advanced vocabulary, and problem-solving skills, but can also struggle from boredom, anxiety, or feeling isolated from peers. Teachers are key in identification and should be aware of models like Gardner's theory of multiple intelligences and Renzulli's three-ring concept of giftedness, which classify strengths across various abilities. Supporting gifted students requires differentiation, enrichment, and adapting curriculum to motivate them while in regular classrooms. Acceleration and extracurricular programs can further challenge very gifted students.
There are different types of gifted students that have unique characteristics and needs. Gifted students learn differently than their peers and may struggle if these needs are not addressed. It can be difficult to identify gifted students, especially those from disadvantaged or culturally diverse backgrounds. Failure to identify gifted students can lead to problems, so it is important to have appropriate identification processes and differentiated curriculum that challenges gifted learners.
The document introduces Q3 Cards, a tool for developing quality questions to differentiate curriculum based on elements of depth and complexity from Sandra Kaplan's model. The cards contain question stems aligned to elements like language of the discipline, details, patterns, trends, and more. They can be used by teachers to create engaging questions for students or by students and parents themselves. Examples of questions generated from the cards in various subject areas are provided.
The document introduces Depth and Complexity icons, which are tools to help teachers incorporate higher-order thinking skills into lessons. The icons represent concepts like patterns, ethics, and multiple perspectives. Using the icons engages students by having them analyze information through different lenses. When students apply the icons to their work, it brings rigor and complexity. The goal is for students to eventually use the icons independently to approach topics like experts in a self-directed manner. Student feedback indicates the icons helped them organize information and think more critically about various viewpoints. The document advocates for giving students opportunities to verbalize their thinking and work autonomously.
This document summarizes resources available on the National Association for Gifted Children (NAGC) website. It describes sections for educators, parents, advocates, and administrators that contain information, publications, standards, and professional development opportunities. The website also has advocacy tools and legislative updates. The presentation outlines the website's historical exhibits, current resources, and future advocacy goals to provide a comprehensive overview of gifted education materials available through NAGC.
WCGTC 2011- International Day of the Gifted - Celebrating Giftedness, Creativ...Leslie Graves
PP presentation of Photo qoute Project put together by members of the Global Gifted & Talented community for the first 'International Day of the Gifted'- Presented at the 19th World Conference of the World Council for Gifted and Talented Children- Prague.
The documents discuss funding, identification procedures, and programming for gifted students. Key points include:
1) Additional funds must be allocated to provide special education and related services for gifted students.
2) Gifted teachers require specialized coursework in areas like nature and needs of gifted learners.
3) School districts can apply for grants to fund exemplary gifted programs by submitting proposals outlining goals, costs, and evaluations.
The document discusses federal and state laws and regulations regarding gifted and talented education. It provides an overview of the Jacob Javits Gifted and Talented Students Education Program, New Jersey's school funding formulas, requirements for identifying and providing appropriate educational services to gifted students, and legal cases related to gifted education programs and admissions. The presentation also reviews New Jersey curriculum frameworks, teacher certification requirements, and position papers from the National Association for Gifted Children on various topics regarding gifted education.
Supporting and sustaining gifted education we are all advocates!jdanielian
This document provides information and guidance for advocates of gifted education. It discusses the importance of advocacy and outlines strategies advocates can take, such as examining current gifted programs, establishing clear rationales, improving communication skills, building relationships with administrators, and networking. Key points emphasized include having a plan and communicating issues, goals, needs and progress clearly. The document also provides examples of arguments advocates can make and suggests supporting arguments with research evidence on the benefits of gifted education.
This is the program for the 20th Biennial World Conference of the World Council for Gifted and Talented Children. The conference is in Louisville, KY - USA, August 10-14, 2013.
The document discusses the benefits of joining a debate team at Princeton University. It notes that debate experience provides networking opportunities, leadership and communication skills, and looks impressive on a resume. Debate allows students to travel around the country to tournaments at other universities. While the time commitment may be a concern, the document provides references from studies and articles that have found debate improves critical thinking abilities. Famous alumni like Stephen Colbert and Oprah Winfrey participated in debate and forensics in college. Joining the debate team is encouraged for the skills gained and career advantages it can provide.
The document discusses the convergence of gifted education and response to intervention (RtI) models. It outlines key elements of RtI including universal screening, established protocols for tiered interventions, a problem-solving approach, collaborative structures, and fluidity and flexibility to meet student needs. The document argues that RtI provides an opportunity to identify and support the needs of gifted students through differentiation and allowing students to progress through tiers of enrichment and acceleration based on abilities rather than struggling in the general education setting. Successful implementation of RtI for gifted students requires professional development on evidence-based practices for differentiation.
The document outlines the mission and objectives of Imaginary Schools, which aims to identify and serve gifted students through an equitable identification system, quality programming, advocacy, professional development, real-world experiences, and opportunities for students who show potential but do not qualify for gifted programs. It also provides a definition of giftedness as demonstrating extraordinary aptitude in one or more intellectual, creative, or skill-based domains.
The document discusses twice-exceptional students, who are both gifted and have disabilities. It defines twice-exceptional students as those who are identified as gifted in an academic or artistic discipline and also exhibit a disability as defined by federal or state criteria. The document then lists common characteristics of twice-exceptional students, such as marked intellectual ability but also difficulties with writing or social skills. It provides strategies for teaching twice-exceptional students, such as teaching to their preferred learning styles, allowing choice in activities, and focusing on strengths rather than weaknesses. Finally, it discusses the lack of legal requirements around services for gifted students and differences in services provided across states and districts.
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.
The document is a letter from Morgan Appel, Director of the Education Department at UC San Diego, addressing concerns about gifted students transitioning from high school to college. Appel acknowledges that college can be challenging for gifted students due to increased expectations, lack of structure, and having to work and study independently for the first time. However, Appel also expresses that with the right support systems in place, gifted students can thrive in college and beyond through developing resilience, self-awareness, and finding communities.
The document summarizes the results of a satisfaction survey on gifted programming in Volusia County, Florida. It finds moderate satisfaction levels for admission to gifted programs, meeting social-emotional needs, and services for gifted learners with disabilities. Participants agreed that the county identifies gifted students, offers equal opportunities, and provides free appropriate education, but only half agreed it offers appropriate funding or top quality programs. Open responses criticized student admission criteria and lack of funding/options. Strengths included curriculum differentiation and teacher quality, while weaknesses centered on identification, funding, and program quality issues.
The document defines gifted and talented students in Texas and outlines the state's gifted and talented program. The purpose of the program is to identify and provide additional services to students performing at the highest levels. Districts must have policies for identifying gifted students, assessing students in K-12, and program specifics. Students are nominated, screened using multiple assessments, and final selections are made by a trained committee. Implementing the program requires developing a plan, research, and presenting to the school board. The program is then evaluated and changes recommended. The document also outlines standards for gifted teachers and three levels--acceptable, recognized, and exemplary--that districts can achieve for their gifted programs.
Gifted Programming and Public Knowledge: Question Bank for Surveysfloridazandy
The document discusses several topics related to gifted education, including identification of gifted students, definitions of giftedness, curriculum and instruction for gifted learners, teacher knowledge, and general public knowledge. Some key points include: districts should use multi-criteria approaches to identification that consider diversity and needs; gifted students can come from all backgrounds and may not demonstrate giftedness in expected ways; differentiation, acceleration, and specialized programs/services are important strategies; teachers require training to understand and support gifted learners; and perceptions of the public around gifted education may not always be accurate.
Connections with Juvenile Delinquency, Special Ed. and CRTShannon McFadden
A brief presentation on the improper special education placement, its impact on delinquent behavior acquisition and the importance of culturally responsive teaching. This presentation is designed as a foundation for current research into the Concentric Zone Hypothesis. Seeking a dissertation mentor to further explore this research.
This presentation is presented by Marjorie Nieuwenhuis, talking about why we want international students, economic difficulty or more multi-cultural and diverse environment, and how to market American colleges to international students and their parents with American features.
What it's Like When You knock on My Door - Marjorie NieuwenhuisMichael Waxman-Lenz
This presentation talks about why do we want international students, economic difficulty or more multi-cultural and diverse environment, and how to market American colleges to international students and their parents with American features.
Social Reproduction Theory and Cultural & Social CapitalWarren Blumenfeld
This presentation outlines Social Reproduction Theory, which asserts that schools reproduce the social inequities, especially in terms of socioeconomic class and race, that exist in the larger society. In addition, it addresses the concepts of social and cultural capital arguing that culture and education are central in the affirmation of differences between social classes and in the reproduction of those differences.
This document discusses gifted and talented students. It defines gifted and talented students as those between ages 4-21 whose abilities, talents, and potential are so exceptional that they require special educational provisions. Gifted students can come from all socioeconomic backgrounds and include those with disabilities. The document outlines some barriers to creativity for gifted students, such as repetitive teaching and lack of teacher preparation to engage student curiosity. It also discusses barriers to identifying gifted students, including traditional views of education and lack of challenges in school. Finally, it recommends accommodating gifted students by identifying them, providing a stimulating creative environment, knowing their interests, and using play-based teaching methods.
What is the Purpose of Education and why it is important.pptxkavitadevis
Education is essential for personal growth and development. It helps individuals acquire knowledge, critical thinking skills, and a broader understanding of the world. Read our complete blog and know what is the purpose of education and its importance visit our website to know more.
Resisting the marginalization of science in urban schoolsSci-Ed Innovators
This document discusses the marginalization of science in urban public schools. It notes that science is often not prioritized due to factors like lack of resources, high teacher turnover, and privileging other subjects over science. The document proposes establishing a "Science Bill of Rights for Students" to promote democratic science pedagogy. Teachers are encouraged to identify constraints and leverage strategic resources to overcome challenges in teaching science.
Race Class based on Chapter 8 of "Race and Racisms: A Critical Approach."Tanya Golash Boza
Readings for class:
"Education" Chapter 8 of Race and Racisms and Carter, Prudence L. "''Black''Cultural Capital, Status Positioning, and Schooling Conflicts for Low-Income African American Youth." Social Problems 50.1 (2003): 136-155.
EDCI 551 Presentation - An Analysis of Deconstructing Sherridan Schwartz
This article analyzes deficit thinking in education. It discusses how deficit thinking hinders efforts to improve achievement for low-income and minority students by locating the problem within students and families rather than examining school practices. The authors present a framework for deconstructing deficit thinking through staff development. Educators are often unaware of cultural influences and tend to have deficit views of culturally diverse students and families. The authors suggest training to develop intercultural knowledge and address prevalent deficit beliefs among teachers.
This document discusses cultural diversity and its importance in adult education. It defines cultural diversity as comprising various ethnic and religious groups. A culturally diverse environment promotes respect and understanding between different groups. Educators should foster cultural sensitivity by making the curriculum inclusive, avoiding bias, and respecting all learners. Cultural awareness helps educators understand students better and creates a supportive learning environment. It also improves communication and encourages open-mindedness.
The document discusses how immigration impacts the diversity seen in America's classrooms. It notes that the demographic changes in schools provide the most detailed measure of where immigrants have settled. Specifically, it shares data from 2006 that shows the percentage of students who were white, black, Hispanic, Asian, and Native American. It emphasizes the importance of using culturally responsive teaching practices and incorporating multicultural perspectives to engage an increasingly diverse student population.
This document discusses advocating for investing in teachers by outlining several key points:
1. Teacher quality has one of the greatest impacts on student learning and countries must invest in teachers if they want to invest in education and future generations.
2. Current US teacher incentive programs vary by state but the US Department of Education has created a Teacher Incentive Fund to support performance-based compensation in high-need schools.
3. Effective teaching requires qualities like creating learning communities, building community, collaborative work, and being culturally responsive.
This document discusses advocating for investing in teachers by outlining several key points:
1. Teacher quality has one of the greatest impacts on student learning and countries must invest in teachers if they want to invest in education and future generations.
2. Current US teacher incentive programs vary by state but the US Department of Education has created a Teacher Incentive Fund to support performance-based compensation in high-need schools.
3. Effective teaching requires qualities like creating learning communities, building community, collaborative work, and being culturally responsive.
This document discusses advocating for investing in teachers by outlining several key points:
1. Teacher quality has one of the greatest impacts on student learning and countries must invest in teachers if they want to invest in education and future generations.
2. Current US teacher incentive programs vary by state but the US Department of Education has created a Teacher Incentive Fund to support performance-based compensation in high-need schools.
3. Effective teaching requires qualities like creating learning communities, building community, collaborative work, and being culturally responsive.
This document discusses advocating for investing in teachers by outlining several key points:
1. Teacher quality has one of the greatest impacts on student learning and countries must invest in teachers if they want to invest in education and future generations.
2. Current US teacher incentive programs vary by state but the US Department of Education has created a Teacher Incentive Fund to support performance-based compensation in high-need schools.
3. Effective teaching requires qualities like creating learning communities, building community, collaborative work, and being culturally responsive.
The document discusses the importance of cultural competence for teachers working in urban schools, noting that teachers must understand and value students' cultural backgrounds to effectively help them learn. It also describes attributes of culturally competent teachers, such as displaying high expectations for students and incorporating their real-life experiences into lessons. Finally, the document emphasizes that teacher cultural competence is necessary to improve student achievement and close opportunity gaps for low-income minority students.
The world of the gifted and talented v2Dan Trumpis
This document provides an overview of gifted and talented education. It begins with objectives and definitions of giftedness. It then discusses myths about gifted students, their cognitive and social-emotional characteristics including twice-exceptionality. Ideas are presented for identifying and assessing gifted potential in diverse populations. Strategies are offered for differentiation including higher-order thinking, creativity, tiered assignments, project-based learning and choice boards. The document concludes with resources for support and students' rights to fulfillment.
This document discusses developing and infusing multicultural competence as a key competency for student affairs professionals. It begins by making the case for multicultural competence based on demographic trends, legal standards, and practices in other fields. It then defines cultural competence and reviews survey results on current levels of competence. Recommendations from other studies emphasize the need to enhance multicultural skills in graduate programs. The document then reviews approaches to developing cultural competence in other disciplines and findings from other universities. It concludes by proposing how to infuse multicultural competence throughout the existing eight core competencies and establishing it as a ninth distinct competency for student affairs professionals.
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Social Issues Presentation - Special Education: Gifted Education
1.
2. DID YOU KNOW…
• THAT GIFTED AND TALENTED PROGRAMS ARE UNDER SPECIAL EDUCATION?
• THAT THE IDEA OF GIFTED EDUCATION HAS DRIFTED IN AND OUT OF VOGUE IN
AMERICAN SCHOOLS?
• THERE IS AN UNDERREPRESENTATION OF MINORITY STUDENTS IN GIFTED AND
TALENTED PROGRAMS?
3. FOCUS
IDENTIFYING & RETAINING GIFTED STUDENTS
WHAT DOES “GIFTED” MEAN?
RESOURCES AND TEACHER READINESS
4.
5. WHY IS GIFTED EDUCATION IMPORTANT?
WHAT IS AT STAKE?
Gender & ethnic
underrepresentation
Underachievement
Limited
resources
6. HISTORY OF GIFTED EDUCATION
• GIFTED EDUCATION BEGAN IN CITIES (VAN TASSEL, P. 19)
• SPECIAL SCHOOLS EXCLUSIVELY FOR THE GIFTED WERE ESTABLISHED. TYPICALLY IN BIG CITIES
• THE IDEA OF GIFTED EDUCATION HAS DRIFTED IN AND OUT OF VOGUE IN AMERICAN SCHOOLS
• FEBRUARY 6 TO 8, 1958, APPROXIMATELY 200 EDUCATORS WERE INVITED TO NEW YORK CITY IN HOPES
OF DISCUSSING THE EDUCATION OF ACADEMICALLY TALENTED STUDENTS
7. HOW DOES IT IMPACT EDUCATION?
• UNDERACHIEVEMENT
• ACCELERATION EFFECTS
• UNDERREPRESENTATION OF MINORITY STUDENTS
• EFFECTS OF BEING LABELED “GIFTED”
8. Placement, recruitment,
and retention
Current
Dilemmas
& Concerns
Public
Opinion
Motivation
Underachievement
Resources
/funding
The
variability
and
diversity of
gifts &
talents
Underrepresentation
of minority students
9. POLICIES/PRACTICES USED TO ADDRESS
RENZULLI’S THREE RING CONCEPTION OF GIFTEDNESS
GARDNER’S THEORY OF MULTIPLE INTELLIGENCES
GAGNE’S DIFFERENTIATED MODEL OF GIFTEDNESS AND TALENT
10. POLICIES/PRACTICES USED TO ADDRESS
• PRACTICE OF ACCELERATION
• TEACHER TRAINING
• GUIDANCE: COMPREHENSIVE, ONGOING, AND INVOLVE THE SETTING OF REALISTIC &
ATTAINABLE GOALS
13. STUDENTS WHO ARE NOT BEING CHALLENGED AND LOSING INTEREST IN SCHOOL DESERVE MORE!
THE LACK OF RESOURCES FOR GIFTED EDUCATION SHOW THAT THIS IS A
UNDERREPRESENTED/THOUGHT ABOUT GROUP OF STUDENTS.
GENDER AND ETHNIC MISREPRESENTATIONS
SOCIAL EMOTIONAL WELL-BEING OF STUDENTS IS IMPORTANT
14. WHAT MORE MUST BE ACCOMPLISHED?
Further
research
Teacher
education &
training
Recognition
&
awareness
15. REFERENCES
• BAKER, A. (2013). A SYSTEM DIVIDED: GIFTED, TALENTED AND SEPARATED. RETRIEVED FROM HTTP://WWW.NYTIMES.COM/2013/01/13/EDUCATION/IN-ONE-SCHOOL-STUDENTS-
ARE-DIVIDED-BY-GIFTED-LABEL-AND-RACE.HTML?PAGEWANTED=ALL&_R=1&
• DANIELS, V. I. (1998). MINORITY STUDENTS IN GIFTED AND SPECIAL EDUCATION PROGRAMS: THE CASE FOR EDUCATIONAL EQUITY. JOURNAL OF SPECIAL
EDUCATION,32(1), 41.
• JOLLY, J. L. (2014). HISTORICAL PERSPECTIVES. GIFTED CHILD TODAY, 37(2), 119. DOI:10.1177/1076217514520631
• NATIONAL ASSOCIATION FOR GIFTED CHILDREN | SUPPORTING THE NEEDS OF HIGH POTENTIAL LEARNERS. RETRIEVED OCTOBER 2014, FROM HTTP://WWW.NAGC.ORG/
• PAGE, A. (2006). THREE MODELS FOR UNDERSTANDING GIFTED EDUCATION. KAIRARANGA, 7(2), 11-15.
• REIS, S. (N.D.). MAJOR TURNING POINTS IN GIFTED EDUCATION IN THE 20TH CENTURY. RETRIEVED OCTOBER 24, 2014, FROM
HTTP://WWW.GIFTED.UCONN.EDU/GENERAL/FACULTY/REIS/MAJOR_TURNING_POINTS.HTML
• SNYDER, K. E., BARGER, M. M., WORMINGTON, S. V., SCHWARTZ-BLOOM, R., & LINNENBRINK-GARCIA, L. (2013). IDENTIFICATION AS GIFTED AND IMPLICIT BELIEFS ABOUT
INTELLIGENCE: AN EXAMINATION OF POTENTIAL MODERATORS. JOURNAL OF ADVANCED ACADEMICS, 24(4), 242-258.
• VAN TASSEL-BASKA, J. (2010). THE HISTORY OF URBAN GIFTED EDUCATION.GIFTED CHILD TODAY, 33(4), 18.