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Transcript of Jana Marie Havigerová & Eda Haviger Faculty of Education University of Hradec Kralove Jana Marie...
IMPLICIT THEORIES OF GIFTEDNESS
Jana Marie Havigerová& Eda HavigerFaculty of Education
University of Hradec Kralove
Let‘s try to start with a little experiment…
…prepare your pen and paper.
Implicit theories of giftedness
Take a comfortable position, try not to think about anything…When you are completely calm,
try to imagine
a g i f t e d c h i l d and describe your
imagination (use your own words, describe all the details)
Implicit theories of giftedness
Implicit theories of giftedness
This was • a demonstration how lessons on
giftedness start at our university• first instruction of the research of
the implicit theories of giftedness
Reseach is supported by Czech Science Foundation GAČR, project GAP407/11/0426 Ready to ask? Information behaviour of pre-literate gifted children
STUDY I: Research results
N = 58Age = 22 – 53 yearsLength of professional experience = 1 – 33 yearsGender = female
The same association experiment was done with daily and distance students of kindergarten teaching.
Implicit theories of giftedness
What gender is the child in your mind?
Implicit theories of giftedness
60%
33%
7%
BoyGirlNot sure, both
Did you see a specific or any child?
Implicit theories of giftedness
50%
22%
16%
12%
specific child historical or film figure unknown child
unclear vision
Historical figure is typically one of these two:
Implicit theories of giftedness
Did you see a specific child or someone like this?
In what situation was your child?
53%38%
9%
At school
At home
Onather place
Implicit theories of giftedness
What characteristics are in description of your child?
mental function
literacy
social characteristics
motor skills
other
0 10 20 30 40 50 60 70 80
76.7811.46
6.81
3.72
1.24
Implicit theories of giftedness
What is the main characteristic of that child?
inquiring
intelligent
communicative
self-dependent
creative
active
thoughtful
bright
rich vocabulary
skilled
0 5 10 15 20 25 30
Axis Title
Implicit theories of giftedness
Typology
Implicit theories of giftedness
Students of kindergarten teaching associate on of the five types :
1. Smarti e2. Chatt erbox ie3. Bob the Bui lder4. Dreamer5. Child with special talent• L itt le arti st• L itt le sportsman
Type Smartie
Implicit theories of giftedness
• bright child• looks at the first impression as "intelligent”• searching for information• interested in things around • quickly finds contexts• quickly understands the essence of things
Type Chatterboxie
Implicit theories of giftedness
• very good speaker• knows a lot of words• is communicative• talkative• inquisitive (Pepping Tom)• always asks a number of questions
Type Bob the Builder
Implicit theories of giftedness
• smart kid• handy, manual skilled• concentrated (especially
in manual activities)• original (invents new
opportunities to work with objects)
Type Dreamer
Implicit theories of giftedness
a very creative childwith original ideas, visions and thoughts
sensitive, empathicintuitive child
living in a dream
Type Little artist or sportsman
Implicit theories of giftedness
with special talentfor
SPORTSor
ARTS
6. How well do you know how to work with such a child?
21%
76%
3%
I'm sureI guess I could knowI do not know
Implicit theories of giftedness
Summarising: kindergarten teachers implicit theories of giftedness
Implicit theories of giftedness
1. The guiding idea of imagination is based on experience with a particular gifted child (if it is) or on very well known historical or film characters (Mozart, Einstein, Rainman)
2. More frequently is gifted child imaginated as a boy than as a girl
3. Most frequently is gifted child imaginated at school, less at home
4. Gifted children are often described using mental functions (especially thinking)
5. The main characteristics of gifted children is typically attributed to inquiring (interested in things and asking questions about them)
6. Teachers are not sure how to work with gifted children
Conclusion: kindergarten teachers implicit theories of giftedness
Implicit theories of giftedness
What is good:• Teachers have useful ideas about gifted children• Most of associations and ideas corresponds to the
current knowledge of the giftedness
What is wrong:• Implicit concepts of gifted children are incomplete• Teachers don´t know how to identify a gifted child• Teachers don´t know what to do with them
Conclusion: what am I doing for?
Implicit theories of giftedness
In my work I do• uncover implicit theories of giftedness of
kindergarten teachers, • show current knowledge of the giftedness,• teach how to work with talented children,• especially how to ask good questions,• and how to teach asking good question,
• and subtly affect student‘s implicit theories of giftedness into explicit objective realistic one
STUDY II. CHARACTERISTIC OF GIFTEDNESS SCALEFOR KINDERGARTEN TEACHERS
Implicit theories of giftedness
Purpose
Implicit theories of giftedness
• Is this scale good tool for kindergarten teachers to gifted nomination?
Method
• Correlation study• Characteristic of Giftedness Scale * WISC• N=55 preschool children
Results
Implicit theories of giftedness
Conclusion
• Characteristic of Giftedness Scale is useful tool for kindergarten teachers
Descriptive Statistics N Minimum Maximum Mean St.deviation
CGS score 55 25 85 54,5 14,298WISC IQ 55 67 131 98,65 13,447
Pearson correlation r = 0,557** significant at the 0,01 level (2-tailed)
Implicit theories of giftedness
Do you have questions?Do you want cooperate?Please contact me:
Thank you and have a nice day in Prague
Conclusion: kindergarten teachers implicit theories of giftedness
Implicit theories of giftedness
Word implicit is derived from the latin implico (to braid).
Implicit theories are subjective, tacit, lay, unexpressed, unspoken theories insight human mind. We usually don‘t know about them, but they subtly affect us!
Implicit theories are subtly influencing:• attention• memory• emotions• interpretation of facts• and behavior.
Conclusion: kindergarten teachers implicit theories of giftedness
Implicit theories of giftedness
Implicit theories of giftedness can affect a number of educational processes and activities of teachers • searching and nominating gifted children,• educational leadership identified gifted
children,• working with a problematic talented child
or a child with dual exceptionality.
Conclusion: kindergarten teachers implicit theories of giftedness
Implicit theories of giftedness
Implicit theories of giftedness can also affect the willingness of teachers to • work on themselves,• get new information about giftedness and
gifted children,• learn new methods and procedures,• be a good teacher for these children.
For the practical needs, rather than sophisticated theoretical definition of giftedness or gifted child, it is important to have a good description of the child or group of children I work with, information about special needs of that children, and to know how to work with them.
Implicit theories of giftedness
Implicit theories of giftedness
Activate children to ask questions• Play question games with children
– 20 question task (What do I think about?)– Neverending story (6 times why?)– Interviewer Cornell notes (interrogative pronouns)– Bloom‘s daisy– Brainstorming game (What else?)– What would be if?
• Encourage children to ask questions• Praise children when they ask
Be a good model for your childrenImplicit theories of giftedness
Teachers asking top ten1. Ask questions of different levels - see
Bloom's daisy2. Ask open questions, rather than closed3. Ask open-ended questions4. Ask questions that support divergent
thinking5. Never be settled with just one answer!6. Ask questions generally the whole class7. Allow the interviewee time to answer8. Ask clear questions9. Ask only one question at one moment10. Do not answer your own questions
APPENDIX III.What is giftedness?Who is gifted one?
…some definitions for study…
Academic theories of giftedness
What is giftedness? Who is gifted?
1925 gifted child = child earning score greater than 120/130 on intelligence tests1959 but - parental socioeconomic status and academic performance predictedfuture success better than IQtest scores
Lewis Madison TERMAN (1877-1956)
Academic theories of giftedness
What is giftedness? Who is gifted?Robert James HAVIGHURST (1900-1991)
1925 gifted child = gives consistently remarkable acheivements in any domain of human performance or endeavor- his ability can make him an outstanding contributor to the welfare of, and quality of living in society
Robert Frank DeHAAN (1925- )
Academic theories of giftedness
What is giftedness? Who is gifted?
Ellis Paul TORRANCE (1915-2003)
1974 gifted child= one who could identify problems or gaps in extending knowledge domains, generate new ideas or hypotheses, assess the ideas, and modify hypotheses and communicate results effectively
Academic theories of giftedness
What is giftedness? Who is gifted?
Joseph S. RENZULLI (1936 - )
1978 gifted child gifted behaviour= child produced gifted behavior that reflects an interaction among three basic clusters of human traits: above-average abilities, high levels of task commitment (motivation), and high levels of creativity.= and is applying them to any potentially valuable area of human performance
Academic theories of giftedness
What is giftedness? Who is gifted?Robert Jeffrey STERNBERG (1949 - )
1986 giftedness = is a kind of mental self-management of one's life in a constructive, purposeful way. It has three basic elements: adapting to environments, selecting new environments, and shaping environments.
Intellectual giftedness includes three main processes: 1. separating relevant from irrelevant
information,2. combining isolated pieces of
information into a unified whole,3. relating newly acquired information to
information acquired in the past
Academic theories of giftedness
What is giftedness? Who is gifted?National definition of US (1993)
1986 gifted child = children and youth with outstanding talent perform or show the potential for performing at remarkably high levels of accomplishment when compared with others of their age, experience, or environment. These children and youth exhibit high performance capability in intellectual, creativity, and/or artistic areas, possess an unusual leadership capacity, or excel in specific academic fields.
They require services or activities not ordinarily provided by the schools.
Academic theories of giftedness
What is giftedness? Who is gifted?Conclusion (2011)
For the practical needs, rather than sophisticated theoretical definition of giftedness or gifted child, it is important to have a good description of the child or group of children and of the special needs of that children, which we work with.
Academic theories of giftedness