Uploaded byAngela Housand
Who Are the Academically & Intellectually Gifted
This document discusses academically and intellectually gifted students. It begins by noting that gifted students are highly diverse, with a wide variety of abilities, skills, backgrounds, and characteristics. The document then discusses common traits of gifted students, such as advanced language skills, reasoning ability, memory, and abstract/complex thinking. It also notes potential issues like asynchronous development and underachievement. The document emphasizes that giftedness manifests differently in each student and recommends differentiation strategies like curriculum compacting to meet student needs.
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Similar to Who Are the Academically & Intellectually Gifted
Who Are the Academically & Intellectually Gifted
- 1. Who Are the Academically& Intellectually Gifted? Watson College of Education Angela Housand, Ph.D. housanda@uncw.edu
- 2.
- 3. They Are AllSo Different… Children come to us in a variety of shapes, sizes, intellectual abilities, creative abilities, inter/ intra personal skills, and a myriad more characteristics that makes each child we deal with unique and special. Carol Ann Tomlinson
- 4. ONE SIZE DOESNOT FIT ALL
- 5. Diversity in studentscan include: Ability (aptitude) differences Achievement differences Differences in affect Enthusiasm level and personality Differences in effort Effort vs. Ability
- 6. Diversity in studentscan include: Academic background differences Potentially poor preparation Limited exposure Cultural differences Second language acquisition Interaction style differences Differences in self-regulation and study skills
- 9. Characteristics: Seeing ¡ Unusualalertness ¡ Joy in learning ¡ Keen observation ¡ Sees “Big Picture” ¡ Makes connections ¡ Intense focus ¡ Curious
- 10. Characteristics: Speed ¡ Earlyand rapid learning ¡ Rapid language development ¡ Metacognitively efficient
- 11. Characteristics: Differences ¡ Superiorlanguage ¡ Verbal fluency ¡ Large vocabulary ¡ Superior analytical and reasoning ability ¡ High-capacity memory ¡ Goes beyond what is sought ¡ Abstract, complex, and insightful thinking
- 12. Joseph Renzulli: 3 RingConception of Giftedness
- 15. Gifted Behaviors NOTGifted People!
- 16. School House Gi*edness Crea%ve Gi*edness
- 17. Teacher Pleaser Mischief Makers
- 18. ¡ Independent ¡ High energy ¡ Curious ¡ Sense of humor ¡ Open-‐minded ¡ Need for privacy and alone time
- 19. ¡ Aware of their own creativeness ¡ Originality in thought and action ¡ Attracted to complexity and novelty ¡ Artistic tendencies ¡ Willing to take risks ¡ Perceptive
- 20. ¡ Impulsive ¡ Neurotic ¡ Egotistical ¡ Temperamental ¡ Argumentative ¡ Capricious ¡ Rebellious ¡ Careless ¡ Uncooperative ¡ Disorganized ¡ Stubborn ¡ Demanding ¡ Childish ¡ Indifferent to ¡ Absentminded Conventions
- 21. Characteristics: Negative ¡ Unevenmental development ¡ Interpersonal difficulties ¡ Underachievement
- 22. What differentiates gifted learnersfrom high achievers?
- 23. Bright Knows the Answers Asks the Questions Gifted
- 24. Bright Is Attentive Is Intellectually Engaged Gifted
- 25. Bright Has Good Ideas Has Original Ideas Gifted
- 26. Bright Absorbs Information Manipulates Information Gifted
- 27. Bright Top Student Beyond Her Age Peers Gifted
- 28. Bright Repeats 6-8 Timesfor Mastery Repeats 1-2 Times for Mastery Gifted
- 29. Bright Understands Ideas Constructs Abstractions Gifted
- 30. Bright Grasps the Meaning Draws Inferences Gifted
- 31. Bright Is a Technician Is an Inventor Gifted
- 33.
- 34. Serving Academically & IntellectuallyGifted Students Watson College of Education Angela Housand, Ph.D. housanda@uncw.edu
- 35.
- 36. A Practical Guideto Differentiation
- 37. Why Aren’t Some StudentsChallenged?
- 38. Classroom Practices Study Teachers reported that they never had any training in meeting the needs of gifted students. 61% public school teachers 54% private school teachers Archambault, F. X., Jr., Westberg, K. L., Brown, S. W., Hallmark, B. W., Emmons, C. L., & Zhang, W. (1993). Regular classroom practices with gifted students: Results of a national survey of classroom teachers (Research Monograph 93102). Storrs, CT: The National Research Center on the Gifted and Talented, University of Connecticut."
- 39. Classroom Practices Observational Study Students experienced no instructional or curricular differentiation in 84% of the activities in which they participated: Reading Language Arts Mathematics Social Studies Science Westberg, K. L., Archambault, F. X., Jr., Dobyns, S. M., & Salvin, T. J. (1993). An observational study of instructional and curricular practices used with gifted and talented students in regular classroom (Research Monograph 93104). Storrs, CT: The National Research Center on the Gifted and Talented, University of Connecticut."
- 40. Types of Differentiationin Which Target Gifted Students Were Involved 100 80 Reading Language Arts Mathematics 60 Percent Science 40 Social Studies All Subject Areas 20 0 No Differentiation Advanced Content Advanced Process Advanced Product Indep. Study w/ Assigned Topic Indep. Study w/ Self-selected Topic Other Differentiation No Differentiation Advanced Content Advanced Process Advanced Product Indep. Study w/Assigned Indep. Study w/Self-selected OtherDifferentiation
- 41. Ways to DifferentiateContent • Varied Texts • Accelerated Coverage of Material • Varied Supplementary Materials • Independent Projects • Tiered Lessons • Interest Development Centers • Compacting
- 42. Approximately 40-50% of traditional classroom material could be eliminated for targeted students. Reis, S. M., Westberg, K.L., Kulikowich, J., Caillard, F., Hébert, T., Plucker, J., Purcell, J.H., Rogers, J.B., & Smist, J.M. (1993). Why not let high ability students start school in January? The curriculum compacting study (Research Monograph 93106). Storrs, CT: The National Research Center on the Gifted and Talented, University of Connecticut."
- 43. Compacting " Assesses whata student knows and what content is not yet mastered " Content not yet mastered becomes part of learning goals " Previously mastered content is not required thereby “freeing up” time for enriched, accelerated, or interest driven activities Renzulli & Reis (1997) Tomlinson (1995)
- 44. When teachers eliminatedas much as 50% of the curriculum, no differences were found between treatment and control groups in most content areas. In fact, students whose curriculum was compacted scored higher than control group students in some areas. Reis, S. M., Westberg, K.L., Kulikowich, J., Caillard, F., Hébert, T., Plucker, J., Purcell, J.H., Rogers, J.B., & Smist, J.M. (1993). Why not let high ability students start school in January? The curriculum compacting study (Research Monograph 93106). Storrs, CT: The National Research Center on the Gifted and Talented, University of Connecticut."
- 45. What is CurriculumCompacting? " Modifying or streamlining the regular curriculum " Eliminating the repetition of previously mastered material " Upgrading the challenge level of the regular curriculum
- 47. Student Behaviors Suggesting that Compacting May Be Necessary
- 48. • Finishes tasks quickly • Completes homework in class • Appears bored during instruction time • Brings in outside reading material • Creates puzzles, games, or diversions in class
- 49. • Tests scoresconsistently excellent • Asks questions that indicate advanced familiarity with material • Sought after by others for assistance • Daydreams
- 50. For Students, Compacting Eliminates boredom resulting from unnecessary drill and practice. Provides challenge leading to continuous growth.
- 51. How to Compact StepOne: Identify the objectives in a given unit and pre-test students to ascertain mastery level.
- 52. How to Compact StepTwo: Eliminate or Streamline instruction for students who demonstrate mastery.
- 54. How to Compact StepThree: Keep records of the process and instructional options available to compacted students.
- 56. Inconceivable Should every studenthave an Individualized Education Plan?
- 58. The Question ofEquity Equity, the quality of being fair, is not about offering the exact same thing to every student, it is providing individuals with suitable challenges and experiences that will enable them to be successful and grow beyond where they are now or where they have been before.
- 59.
- 61. Special Cases: Academically &Intellectually Gifted Students Watson College of Education Angela Housand, Ph.D. housanda@uncw.edu
- 62.
- 63. Personality Factors Influencing Gifted Behavior" " Charm/Charisma" " Perception of " Need for Self, Self-Efficacy" Achievement" " Courage" " Ego Strength" " Character" " Energy" " Intuition" " Sense of Destiny" " Personal Attractiveness"
- 64. Environmental Factors Influencing Gifted Behavior » SES » Formal Education » Parental » Role Model Personalities Availability » Education of » Physical Illness Parents and/or Well » Stimulation of Being Childhood » Chance Factors Interests » Zeitgeist » Family Position
- 65. Asynchronous Development Uneven intellectual, physical, and emotional development.
- 66. Asynchronous Development § Cognitivelyunderstand advanced concepts (like mortality) but lack emotional maturity to cope with knowledge § Perceived as older due to cognitive ability, but lack behavioral maturity
- 67. Underachievers: Personality • Low self-‐esteem or Low self-‐efficacy • Feelings of Pessimism • Anxious, impulsive, or inaIen%ve • Aggressive, hos%le • Depressed • Socially immature
- 68. Internal Mediators • Fear of failure • Fear of success • Nega%ve aMtude toward school • An%social, rebellious • Self-‐cri%cal or perfec%onis%c
- 69. Maladaptive Strategies • Lackgoal-directed behavior • Poor coping skills • Poor self-regulation • Defense mechanisms
- 70. Not all bad… • Demonstrate honesty and integrity when rejecting inappropriate school work • Intense outside interests • Creative
- 71. What about these characteristics?" " Inability to master certain academic skills" " Lack of motivation" " Disruptive classroom behavior" " Failure to complete assignments" " Lack of organizational skills" " Poor listening and concentration skills" " Unrealistic self-expectations"
- 72. Twice-Exceptional • Gifted withLearning Disability • May also demonstrate – Learned helplessness – Perfectionism – Supersensitivity – Low self-esteem
- 73. Look For: • Advanced • Advanced problem- vocabulary use solving skills • Exceptional • Specific aptitude analytic abilities • Good • Divergent thinking memory • High levels of creativity • Spatial abilities
- 74.