Gifted and Talented
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Transcript of Gifted and Talented
Gifted & Talented
By: Kalia Shamanski and Jarrett Fuller
Explanation
Definition has broadened over the years – no one accepted definition
Defined by Renzulli as a three component model consisting of high ability, high creativity, and high task commitment
Defined by Gardner theory of Multiple Intelligences composed of 8 different areas of intelligence
Renzulli’s Three Ring Model
Gardner’s TheoryOf
Multiple Intelligences
Causes
Biology Genetics Nutrition – impacts child development
Environment Significant amounts of stimulation Opportunity to explore and interact with
environment High expectations
Identification
Estimated about 2% of students in school population are gifted
Teacher plays a major role in identification Need to be aware of characteristics/classroom behaviors that are
typically displayed by gifted students
Teachers can assemble information to help with the further steps of determining giftedness and the services they will require Ex. formal tests, formative assessment, assignments Portfolios are a good way to keep track of these items
Students from different cultures and from disadvantaged backgrounds are typically overlooked
Difficult to identify students who are gifted that an exceptionality Learning disability often masks achievement in other areas
Characteristics Academics
Superior performance Finished work ahead of everyone Poor achievement due to boredom
Underachievement happens when a student’s achievement level is much lower than their cognitive level. Causes for underachievement are: poor self image, desire to fit in, no future vision, desire
to rebel
May be socially isolated from peers
Perfectionism over-concern for details and uncharacteristically high standards Problems occur when student is unable to feel satisfaction in their work.
Asynchronous Development Caused by uneven development in rates of intellectual, emotional, and physical
development. Can vary with the students degree of giftedness. Students may feel out of sync with their peers or have different maturity levels in different
situations
Curriculum Strategies
Acceleration: Placing students at a higher level than normal to meet their needs. This could consist of: content acceleration, grade skipping, specially designed credit courses or early graduation.
Telescoping: Reducing the amount of time a student takes to cover the curriculum.
Compacting: Streamline the amount of time the student spends on the regular curriculum. This frees the student to work on other curricular areas.
Independent study: Allow students to take their own time and investigate the course topics. Some examples of independent study include: developing skills for creative and critical thinking, learning research skills, or simply keeping a portfolio.
Enrichment: techniques that provide topics, skill development, materials, or experiences that extend the depth of coverage beyond the typical curriculum
Teaching Strategies
Challenge the student to relate the this course to other courses they are taking.
Allow the student to move on to new work instead of waiting for others.
Promote self-initiated and self-directed learning
Incorporate internet based activities into lessons
Balance coverage of basic discipline and the arts
Use a variety of learning materials
Focus on the higher levels of Bloom’s taxonomy.
Provide opportunities for the them to be mentored by older students.
Educate about potential future career options
Problematic Practices for Gifted Students
When involved with group work, students who are gifted may end up doing the majority of the work
They are often subjected to more difficult grading criteria
When they finish assignments early, they are given more of the same work
They are over used as “co-teachers” to help students who need assistance
Advanced levels of critical thinking are not typically incorporated into lessons
Instructional methods in classrooms are generally limited in range and complexity
Vocabulary use in the classroom is inappropriate for advanced learners
Enhancing Inclusive Classrooms
Promote a sense of community and social acceptance
Recognize gifted student’s abilities are assets to the classroom
Dispel any stereotypes about giftedness
Discuss uniqueness of gifted students in terms of classroom diversity
Support for Teachers
For teachers to be able to provide a quality education to students who are gifted the following aspects are very important: Classroom teachers need to be well trained in
dealing with the many and varied needs of gifted students
Teachers need to have a support team consisting of resource personnel and professionals Provide resource materials and strategies
Teachers need adequate planning time Great emphasis on being very organized and
prepared
Bibliography
Smith, Tom E.C., Polloway, Edward A., Patton, James M., Dowdy, Carol A., McIntyre, Laureen J., & Francis, Garnett C. (2010). Teaching students with special needs in inclusive settings. Toronto: Pearson Education Canada
Symons, C. (Ed.). (2008). The Exceptional Teachers’ Casebook: Reference document for children and adolescents with exceptionalities. Brandon, MB: Brandon University
Valerie McInnes – Resource Teacher – Ethelbert, MB
http://education.alberta.ca/media/525558/ipp92.pdf
http://www.ednet.ns.ca/pdfdocs/studentsvcs/challenge/full-web_withoutpancakes.pdf
http://abccalgary.org/behaviorsofgt.html
http://www.bced.gov.bc.ca/specialed/gifted/