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
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 presentation contains information regarding gifted students and tips for teachers with respect to providing gifted students appropriate educational opportunities.
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
The following presentation is a PowerPoint I completed as a part of my LAI 800 Graduate course in Gifted Education. It aims to educate people everywhere about giftedness, including who gifted children are, their strengths/needs, myths/realities about the gifted, teaching strategies to help educate the gifted, and some valuable resources with more information on gifted children/education. My goal is to spread knowledge about our gifted children and advocate for their needs. I hope you enjoy the presentation and continue to spread the knowledge. Thank you for viewing!
This presentation contains information regarding gifted students and tips for teachers with respect to providing gifted students appropriate educational opportunities.
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
The following presentation is a PowerPoint I completed as a part of my LAI 800 Graduate course in Gifted Education. It aims to educate people everywhere about giftedness, including who gifted children are, their strengths/needs, myths/realities about the gifted, teaching strategies to help educate the gifted, and some valuable resources with more information on gifted children/education. My goal is to spread knowledge about our gifted children and advocate for their needs. I hope you enjoy the presentation and continue to spread the knowledge. Thank you for viewing!
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
Andreas Schleicher presents at the OECD webinar ‘Digital devices in schools: detrimental distraction or secret to success?’ on 27 May 2024. The presentation was based on findings from PISA 2022 results and the webinar helped launch the PISA in Focus ‘Managing screen time: How to protect and equip students against distraction’ https://www.oecd-ilibrary.org/education/managing-screen-time_7c225af4-en and the OECD Education Policy Perspective ‘Students, digital devices and success’ can be found here - https://oe.cd/il/5yV
The Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
For more information, visit-www.vavaclasses.com
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
The French Revolution Class 9 Study Material pdf free download
Why should we care (1)
1. Gifted and Talented
Why should we care?
An introduction to gifted and
talented students in our classroom
By Evelien Hofkens
2. Agenda
1. What is gifted and talented?
– Definitions
– Multiple Intelligences
– Importance
2. Identifying gifted and talented students
– Principles of Identification
– Gagne’s Model of Gifted and Talented
– Practical identification
3. How can we cater for them in the classroom?
– Enrichment and Acceleration
– Differentiation
– The Golden Rules
4. Summary
5. MoE Definitions
• Exceptional abilities compared to most peers
• Potential to achieve outstanding performance
• Require different learning opportunities
• Need emotional and social support to realise
gifts
• Not simply those with high intelligence
(Ministry of Education, 2003)
6. ‘The gifted and talented represent a wide range
of students with many different abilities. For
example, some students may have exceptional
abilities in science or technology, some in art
or poetry, and others in social leadership.
It is now accepted that the gifted and talented
are not simply those with high intelligence.’
(MoE, 2000)
7. Further Definitions
• Significantly different from their peers
• May be gifted in one area but not in others
• Twice exceptional
• Gifts are not the same as personal strengths
• Bright does not necessarily
mean gifted
8. “children, and, where applicable, youth(s), who
are identified in pre-school, elementary, or
secondary level as possessing demonstrated
or potential abilities that give evidence of high
performance capability in areas such as
intellectual, creative, specific academic or
leadership ability, or in the performing and
visual arts…”
(ERIC Clearinghouse on Handicapped and Gifted Children 1978)
11. • Gifted and talented students need special
provisions in the classroom, just like those on the
lower end of the spectrum
• We can make G & T students well adjusted,
lifelong learners
• Failure to recognise and meet the needs of the
gifted and talented can result in their boredom,
frustration, mediocrity, and even hostility
• It is our professional obligation to help everyone
• Since 2005 schools must identify how they meet
G & T needs
13. Principles of Identification
• Begin early
• Open communication
• An ongoing process
• Means to an end
• Unobtrusive
• Team approach
• Be aware of hidden gifted or under-represented
groups
• Multi-method approach
(Ministry of Education, 2000)
14. Gagne’s Model of Gifted and Talented
Idea that gifts and talents differ
Gifted - ability-based
Talent - performance-based
However, gifts are not always visible due to two factors:
intrapersonal (motivation, perseverance, confidence,
organisation and concentration)
environmental (milieu, significant people, provisions
made by schools or events in their lives)
15.
16. “Some students will not display observable
talent in an obvious way. We need to observe
students who exhibit signs of disruptive
behaviour – they may just be bored or
unchallenged.”
(Deborah Fox, 1986)
17. Hidden Gifted
• Special attention should be given to the
'hidden gifted'. These include:
– disadvantaged gifted
– disabled gifted
– those with learning difficulties
– underachieving gifted
– those from minority cultural and ethnic groups
18. We need to watch out for…
• Obvious gifts and talents
• Potential gifts
• Hidden gifts
• Multicultural values
• Behavioural characteristics
We can do this by….
19. Identification Methods
Talk to former teachers, staff, parents, coaches,
peers and of course the students themselves
• Objective and subjective testing
• Portfolios
• Questionnaires
• Interviews
• Nominations
20. “Use multiple assessment measure –
Predictive accuracy is increased
through multiple measures. There
are different areas of giftedness so
things like authentic assessment,
portfolios, auditions, tryouts and
interviews can be crucial to evaluate
a student’s gift.”
(Pfeiffer, 2002)
22. Sub-Types of Giftedness
Betts and Neihart (1988) have catagorised
gifted and talented students into six
groups. This is really useful for
identifying G & T students in secondary
schools where their ability may not be
evident in their work.
23. Successful Gifted
These students achieve highly at school and are
the group most likely to be identified as gifted
and talented. They are conforming, eager for
the approval of others, and perfectionistic.
They lack autonomy and assertiveness, and
avoid taking risks
Betts and Neihart (1988)
24. Challenging gifted
These students are highly creative but
frustrated, bored, questioning, and sometimes
rebellious. They do not conform to the school
system and often challenge school rules and
conventions
Betts and Neihart (1988)
25. Underground gifted
These students deny their abilities in order to fit
in. They may be insecure, shy, and quiet, avoid
taking risks, and resist challenges. Many are
never identified as gifted.
Betts and Neihart (1988)
26. Dropout gifted
These students are resentful and angry
because they feel that the system has
failed to meet their needs. They are
often perceived as 'rebellious loners',
and may be disruptive or withdrawn.
They fail to complete schoolwork,
and their levels of achievement fall
well below their ability
Betts and Neihart (1988)
27. Double-labeled gifted
These students are gifted but also have a
physical or sensory disability or a learning
difficulty. Often their giftedness goes
unrecognised because people fail to see past
their disability. They can become angry and
frustrated, and may feel powerless.
Betts and Neihart (1988)
28. Autonomous gifted
These students are confident, independent, and
self-directed. They are intrinsically motivated
and willing to take risks. They set goals for
themselves and take responsibility for their
own learning.
Betts and Neihart (1988)
29. And a 7th…
Culturally diverse gifted
These are students who are not identified as having
exceptional ability. Some may go unrecognised
because their performance generally is affected
by low self-esteem and low teacher expectations.
Their gifts and talents may not be recognised or
valued within their school, or the values and
behaviours of their culture may discourage them
from displaying their abilities.
(Bevan-Brown (1999) in (MoE, 2000)
30. By identifying these behavioural
characteristics we can try to
differentiate our classes to
engage and challenge these
students
31. So how can we cater for them
in the classroom?
32. Enrichment and Acceleration
Enrichment refers to "learning activities
providing depth and breadth to regular
teaching according to the child's abilities and
needs" (page 362). Enrichment activities are
normally in addition to and different from the
regular classroom activities by way of offering
challenge.
(Townsend, 1996)
33. Acceleration is instruction that aligns gifted and
talented students' abilities and learning needs
more closely to the curriculum. "In practice,
acceleration occurs when children are
exposed to new content at an earlier age than
other children or when they cover the same
content in less time" (page 361). Thus,
acceleration differentiates the timing of
introduction of content and/or the rate of
coverage.
(Townsend, 1996)
34.
35. For example…
• Enrichment: getting gifted students to direct a
class performance with other students acting,
but all study the same text.
• Acceleration: Getting gifted students to study
a text that is aimed at a higher level
36. Differentiation
• Can be used for both enrichment and
acceleration
• Makes it possible to cater for G&T in
mainstream classes
• Benefits ALL students
37. Differentiation
You can differentiate:
• Activities (different tasks for students)
• Outcomes (working for different goals)
• Direction (give some more, some less)
• Groups (skills or achievement based)
• Resources (different interests/difficulty)
38. ‘
What Really Works in Gifted and
Talented Education
Deborah Eyre (2007)
‘Golden Rules’ for teaching gifted and talented students:
• Creating a classroom climate that supports risk taking and
high flying
• Approaching lessons as an apprenticeship rather than
studying to pass the exam
• Make use of the strengths and recognize weaknesses in
individuals
• Encourage higher order thinking and questioning
• Explaining and challenging from both teacher and students
40. Gifted Students are…
• Exceptional
• Different
• Potentially outstanding
They have needs that need to be met, just like
everyone else
They have multiple intelligences
41. It is important we cater to their needs
because…
• They have the right to be challenged, engaged
and encouraged!
• It is our professional obligation to!
• They are our future leaders!
42. We can identify their potential by…
Communicating with their other teachers, coaches,
parents, community, peers and the students
themselves!
We can do this through:
• Discussions
• Objective and subjective testing
• Portfolios
• Questionnaires
• Interviews
• Nominations
43. Remember:
All students are different, and many will have
hidden gifts and talents.
Watch out for those six sub-types of giftedness!
44. We can…
Differentiate our classroom using both
enrichment and acceleration
Remember the Golden Rules!
45. So lets get a shared
understanding in
this school!
46. References
• Betts, G. T. and Neihart, M. (1988). "Profiles of the Gifted and Talented". Gifted
Child Quarterly, 32, pp. 248–253.
• Eyre, D. (2007). What Really Works in Gifted and Talented Education. Warwick: The
National Academy, Gifted and Talented Youth
• Fox, D. (1986). ‘Teaching English to Gifted Students’. ERIC Digest. Urbana IL: ERIC
Clearinghouse. URL: accessed 23.07.09: http://www.ericdigests.org/pre-
924/gifted.htm
• Ministry of Education. (2000). Gifted and Talented Students: Meeting the needs in
New Zealand schools. Wellington: Learning Media Limited.
• Pfeiffer, S.I. (2002). ‘Identifying Gifted and Talented Students: Recurring Issues and
Promising Solutions’. Journal of Applied School Psychology. Duke University: The
Haworth Press.
• Townsend, M. A. R. (1996). "Enrichment and Acceleration: Lateral and Vertical
Perspectives in Provisions for Gifted and Talented Children". In D. McAlpine and R.
Moltzen (eds), Gifted and Talented: New Zealand Perspectives (pp. 361–376).
Palmerston North, NZ: Massey University E.R.D.C. Press.
• EPOL371 Lecture notes 17.07.09