Gifted advocacy


Published on

Gifted Advocacy Presentation

Become more familiar with what "Gifted and Talented" really entails.

Published in: Education
  • Be the first to comment

  • Be the first to like this

No Downloads
Total views
On SlideShare
From Embeds
Number of Embeds
Embeds 0
No embeds

No notes for slide

Gifted advocacy

  1. 1. Gifted Advocacy Facilitator: Shabnam Yaqubie November 19, 2013
  2. 2. Who Are Gifted Children?  The Federal Government defines “Gifted and Talented” students, children, or youth as those: “…who give evidence of high achievement capability in areas such as intellectual, creative, artistic, or leadership capacity, or in specific academic fields, and who need services or activities not ordinarily provided by the school in order to fully develop those capabilities.”  Varies by state
  3. 3. Joe Renzulli  Joe Renzulli considers three factors important for the development of gifted behavior, thus the “Three Ring Model”
  4. 4. Joe Renzulli  Within the above average abilities, Renzulli makes a difference between general abilities (like processing information, integrating experiences, and abstract thinking) and specific abilities (like the capacity to acquire knowledge, perform in an activity).  By creativity, Renzulli understands the fluency, flexibility, and originality of thought, an openness to experience, sensitivity to stimulations, and a willingness to take risks.  Under task commitment, he understands motivation turned into action (like perseverance, endurance, hard work, but also self-confidence, perceptiveness and a special fascination with a special subject).
  5. 5. Who Are Gifted Children?  Those who excel in academic disciplines are termed ‘gifted’  Those who excel in areas requiring visual-spatial skills or practical abilities are ‘talented’  Art  Dance  Music  Drama  Sport
  6. 6. Gifted and Talented Wordle
  7. 7. Gifted Underachievers  Underachievers are defined as students who are gifted and talented but because of their outside circumstances, don’t perform at the level they are capable of.  Bored and restless with flashes of brilliance or interest  High quality oral work but poor written work  Poor test results but asks higher order thinking questions  Dislike of routine work – often incomplete
  8. 8. Gifted Underachievers  Creative interests outside school but not reflected inside school  Disruptive behavior in some lessons but not in others. Work must be challenging to keep them engaged  Low self esteem or highly self critical  Hostile to authority  Perfectionism
  9. 9. The Effective Gifted Classroom  Higher order thinking skills  Development of expertise – their own  Exploration of alternative views – not one sided view  Questioning that encourages creativity  Problem solving
  10. 10. The Effective Gifted Classroom  Connection of learning: big picture  Independent learning  Teaching at instructional level  Differentiation  Compacting
  11. 11. More Challenge – NOT More Work  Be sure to AVOID:  Repetitive extension work  Time filling activities  Additional writing  Helping others when task is completed  Starting points that provide no challenge
  12. 12. Teacher Suggestions  If you notice your students seem bored and frustrated by a lack of variety, these are are some tips:     Change the type of questions asked Encourage the students to think for themselves Encourage the students to ask questions themselves Provide more opportunities for discussion  It is important that gifted and talented students are encouraged to think independently and to inquire into their preferred area of expertise.  To fulfill the potential of gifted and talented learners to think independently, you need to provide the opportunity, support, and time to engage in independent thinking.
  13. 13. Characteristics of Gifted Learners  They learn quicker  They ask higher order thinking questions  They challenge accepted theories  They are independent learners  Unique learners – they look for the peculiar  Clever sense of humor  Vivid imagination
  14. 14. Myths About Gifted Learners  Gifted learners always rise to the top in the classroom.  Not always. They can have hidden learning disabilities that go undiscovered because they can easily compensate for them in the early years. As time goes on, it becomes harder and harder for them to excel. This can lead to behavior problems and depression.  Gifted learners will do fine without special programs.  They may appear to do fine on their own, but without proper challenge they can become bored and unruly. As the years go by they may find it harder as the work does become more challenging, since they haven’t faced challenges before.
  15. 15. Myths About Gifted Learners  Giftedness is something to be jealous about.  Probably the most damaging myth  More often than not gifted children can feel isolated and misunderstood.  They have more adult tastes in music, clothing, reading material and food. These differences to other children can cause them to be shunned and even abused verbally or physically by other children.
  16. 16. Howard Gardner  A psychologist and professor of neuroscience from Harvard University developed the theory of Multiple Intelligences (MI) in 1983.  According to Gardner, human beings have different kinds of intelligence that reflect different ways of interacting with the world.  Each person has a unique combination, or profile.
  17. 17. Howard Gardner’s Multiple Intelligences  Linguistic- Highly developed verbal skills  Logical Mathematical  Spatial – Good at pattern recognition  Naturalist – Sensitive to natural phenomena  Bodily Kinesthetic – Excellent body (physical) control  Musical  Interpersonal – High ability to understand other individuals  Intrapersonal – High ability to understand one’s self  Existential Intelligence – Ability to pose questions about life, death and ultimate realities
  18. 18. Factors Influencing Determination of Giftedness  Socio-economic factors often lead to underreporting of some gifted  Gender issues – female students less likely to be identified  Misdiagnosis – ADHD, ODD, OCD, Mood disorders (Bi-polar or Depression)  Terminology – Exceptional vs. Gifted vs. Talented vs. Special  Wishful thinking (parents and even some teachers)
  19. 19. Outcast Challenges  Many gifted learners at some point in their life feel a great deal of aversion to being thought of as different.
  20. 20. More Work Challenge  In some cases, gifted students may feel as if they are compelled to do more work in order to achieve the same results.
  21. 21. Role of Teachers  Most would agree that an important factor in the determination of success for gifted learners was a specific teacher.  He/she cared for the student as an individual  He/she communicated with the student as a peer  The teacher was enthusiastic and knowledgeable  The teacher was perceived as not being “mechanical” in methods of instruction  The teacher was perceived as having high but realistic expectations
  22. 22. Resources  Callard-Szulgit, R. (2010). Parenting and Teaching the Gifted 2nd Edition. Baltimore, MD: Rowman and Littlefield. ISBN: 9781607094555  Callard-Szulgit, R. (2012). Perfectionism and Gifted Children. 2nd Edition, Lanham, MD: Scarecrow Education.  Callard-Szulgit, R. (2008). Twice Exceptional Kids. Baltimore, MD: Rowman and Littlefield. ISBN: 978-1578867790  No Child Left Behind Act, P.L. 107-110 (Title IX, Part A, Definitions (22) (2002); 20 U.S.C. Sec. 7802 (22) (2004))  Winner, E. (1996). Gifted Children: Myths and Realities. New York: Basic Books. ISBN: 978-0465017591
  23. 23. Website References  tml     ring_conception_of_giftedness.pdf