4. Definition of Giftedness
Possessing certain learning
characteristics such as superior memory,
observational powers, curiosity, creativity
and the ability to learn school related
subject matters rapidly and accurately
with the minimum drill and repetition;
thus, having the right to an education that
is differentiated according to those
characteristics (Piirto, J., 1999)
7. Renzulli’s Three-Ring Concept of Giftedness
Above
Average
Ability
Task
Commitment
Creativity
Gifted
Behavior
✔ General and Specific
abilities
✔ Motivation turned
into Action
✔ Fluency, flexibility,
and Originality of
Thought
8. Types of Gifted Learners
The Successful
-comprise up to 90% of identified gifted
students in school programs are this type.
The Challenging
-divergently gifted, often not identified in
schools. Questions authority.
The Underground
- want to hide their giftedness to better fit in
with their peers.
9. Types of Gifted Learners
The Autonomous Learner
- creates new opportunities in the environment
he/she is in. A leader both in school and in the
community.
The Dropouts
- angry, feels rejected, needs have not been
met, or have been ignored. May act out &/or be
defensive, or may be depressed and
withdrawn.
The Double Labelled
- typically either ignored because perceived as
average or referred for remedial assistance
10. Definition of Talent
Superlative skills, aptitude, or
accomplishments usually in fine arts,
or performing arts. These skills may
not always correlate with high scores
on general intelligence test (Piirto, J.)
14. Educational Approaches
Gifts and talents could be
exhibited by children who
have disabilities, or who
come from different ethnic,
cultural, and economic
backgrounds.
Identification and
Assessment involve
both subjective and
objective measures
The overall goals of
educational programs for
gifted and talented students
should be the fullest
possible development of
every child’s actual and
potential abilities.
the most important concern
in developing appropriate
curriculum is to match the
students’ specific needs.
15. Educational Approaches
1. Multi-dimensional
Screen:
-Nomination
-Teacher report of
student’s abilities
-Family history and
student’s background
-Peer identification
-Inventory of student’s
interests and
achievements
-Variety of tests
2. Development
of Profile
3. Coordinator
decision to refer
to committee
4. Parent consent
5. Committee
6. Meeting for
Consideration
7. Parent decision
8. Placement in
Appropriate
Gifted/Talented
Program
Giftedness or talent occurs
in all groups across all
cultures and is not
necessarily revealed in test
scores but in the person’s
high performance
capability in the
intellectual, creative, and
artistic realms.
16. Educational Approaches
Acceleration - modifying the pace at
which the student moves through the
curriculum.
• Early entrance
• Grade skipping
• Self-paced instruction
• Subject-matter acceleration
• Combined classes
• Curriculum compacting
• Telescoping curriculum
• Mentorship
• Extracurricular programs
• Concurrent enrolment
• Advanced placement
• Credit by examination
• Correspondence/Online courses
• Early entrance into junior high school
or college
17. Educational Approaches
Enrichment - probing or
studying a subject at a greater depth
than would occur in the regular
curriculum.
• Adding more to the traditional
subject matter content
• let students
investigate topics of
interest in greater detail than
is ordinarily possible with the
standard school curriculum.
• Project-based activities that
have real-life connections,
direction, and specified
outcomes.
• Co-curricular and extra
curricular activities
• International Experiences
• Summer Programs
They are called mentally gifted or fast learners, this group of learners are viewed to comprise the honor students in the regular classes. They generally learn fast, even requiring minimal or no supervision. Because they learn a lot faster than the typical learners, there is a need to modify the curriculum and provide differentiation.
There are five categories of giftedness. The first category refers to those who show passion and curiosity over a lot of things or over their area of interest. They find puzzles and solving problems enjoyable. They want to know a lot and they ask a lot to questions. They show consistent motivation in learning everything about the subject of their interest. Gifted learners under this category tend to be loners who are always on the pursuit of learning. Albert Einstein falls under this category.
Joseph Renzulli, an American psychologist, developed the Three-ring Model of Giftedness. Within Above average abilities, Renzulli makes a distinction between general abilities
and specific abilities. General abilities include processing information, integrating experiences and abstract thinking .Specific abilities include capacity to acquire knowledge or perform in an activity. By Creativity Renzulli means fluency, flexibility, originality of thought, openness to experience, sensitivity to stimulations and willingness to take risks. Task commitment means perseverance, endurance, hard work, self-confidence, perceptiveness and a special fascination for a subject. Renzulli argues that without task commitment, high achievement is not possible. Renzulli thinks that if characteristics from all three rings work together, high achievement or gifted behaviour can be witnessed.
No all gifted are the same. There are different types of gifted learners. The first type of gifted, the Successful, comprise 90% of gifted individuals. They are those that excel in school. They are usually the favorites of their teachers. They have very little or no problem in school or in the home. They know that if they do what is expected of them, they will make everyone happy.
The second type of learners are the Challenging gifted. They are those that the teachers do not want in their class due to their arrogant stance of supremacy. They are non-conforming and question everything from classroom rules to lesson of the teacher. However, they are the once who lack confidence and have very low self-esteem, thus, the façade to cover their weakness.
The Underground gifted comprise those who, upon reaching puberty, or around Junior High, would seek to hide their giftedness so as to be accepted by non-gifted peers. As peer pressure is on its height in the junior years, gifted learners lose track of their pursuit for academic supremacy and in turn focus on achieving peer group goals.
The sixth type of gifted learners are the one endowed with personal power of knowing what they are capable of becoming. They use their strength to be of service to others. They do their best because they know that it is the right thing to do given the talent/gifts that they have. They do not merely follow rules to get what they like. They strive to further develop their abilities and use is to be of benefit to their school and their community.
Jane Piirto has developed the pyramid of talent where she has presented that the foundation of talent is in the person’s genes. Talented individuals have proclivities to a particular art form because it is in his/her genes. Talent is not merely the being able to perform or produce something. It is showing excellence in accomplishing something. Talent, accoding to Piirto, is something within a person that needs opportunity for realization, and will always look for opportunity for realization.
Is everybody truly welcome?
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You have probably heard some persons mention that artists always work on their time frame, thus, they cannot have an 8 to 5 job. In a way there id truth to it perhaps due to artistic temperament. Artists are very much in tune with their emotion. There is a tendency to work based on their passion which drives them to express their craft. Talented learners have intolerance for mediocrity. They always endeavour to hone their craft.
Is everybody truly welcome?
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Inclusive education sees to it that all learners’ needs are met. This holds true to the needs of gifted learners. Not giving them the proper education that enables them to realize their full potential is a crime. Talking of equity, we do not give to all kinds of learners the same education because this will not be able to meet their needs. Our curriculum is the only curriculum that is used for all learners in the basic education. However, the curriculum is modified/differentiated so as to meet the specific needs of learners.
Labeling is not good if we have not conducted appropriate assessment and evaluation. This is true even among gifted and talented. Parents do not have the right to label their child as gifted just because that is how they see their child. They can nominate their child so as the child be assessed appropriately. Aside from the parents, the teachers or the peers could likewise nominate a person they feel is gifted. Proper evaluation of the child’s background, skills, abilities, achievements will be conducted. In the process, parents’ consent is always asked since the home and the school must be partners in the development of the child’s potentials. The purpose of the whole process is to be assured that the child falls under the category and to decide on the best educational program to further enhance his/her gifts.
Two educational approaches are considered in educating gifted learners. These are Acceleration and Enrichment.
Acceleration is modifying the pace of the gifted/talented learners in completing the curriculum. The child if found qualified, could start formal schooling earlier than the mandated age for school admission. If found to have already mastered the competencies in a particular grade level, the child could also skip the grade and proceed to the next level. This true to subject matter acceleration where a child who has advance knowledge and skills in a particular subject could be accelerated to the next level for the same subject area. For instance, a child who is advanced in skill in Algebra could be allowed to be accelerated to the next level math which is Geometry.
The use of modular instruction could enable the child to move at a faster pace based on his/her capacity. Multigrade or combined class enables younger gifted learners to be grouped with those in the higher level so that in some subjects where they have advance skills in, they could join the group in the higher level.
Sometimes, a self-contained class of gifted and talented learners can complete the whole curriculum at a faster pace, thus, curriculum must be compacted and provide opportunities for advance learning or more time to focus on the students'’ areas of interest.
For specific areas of giftedness/talent, different approach could be done. Thematic learning could be done to enable the gifted/talented to manifest their gifts. They could conduct experiments or investigations. They can do project-based activities to address societal concerns. The use of invisible curriculum could also be employed through co-curricular and extra curricular activities that are not within the realm of the subjects taught in school. These could include bands, theater group, anthropological pursuits, advocacy groups, etc. International exchange programs could likewise widen their horizon, so do summer activities like camps or workshops.
Is everybody truly welcome?
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