GIFTED AND

TALENTED

OBJECTIVES Understanding the theories, controversies and difficulties of defining gifts and talents.

Is it just an IQ number? Understanding the broad spectrum of

behaviors and characteristics of gifted and talented children.

What should I be aware of as a Teacher?

An overview of the social, developmental and academic challenges for the

gifted and talented child.What educational tools and strategies facilitate success?

THE MARLAND FEDERAL DEFINITION 1972 - BY S.P. MARLAND U.S. COMMISSIONER OF EDUCATIONSEE TEXT PAGE 401 OR HANDOUT

Gifted and Talented Children are:

Identified by qualified professionals

Capable of high level of performance

Require differentiated educational programs

ACCORDING TO THE MARLAND REPORT

Children capable of high performance include children with demonstrated or potential ability in the following areas:

General intellectual ability Specific academic ability Creative or productive thinking Leadership ability Visual and performing arts Psychomotor ability

WHY THE MARLAND REPORT IS SIGNIFICANT

It was the first national report on gifted education.

Concluded that: “gifted and talented children are, in fact, deprived and can suffer psychological damage and permanent impairment of their abilities to function well which is equal to or greater than the similar deprivation suffered by any other population with special needs served by the Office of Education. (pp. xi-xii Marland, 1972)

Calls for special education services for the gifted and talented student.

• JOSEPH RENZULLI, EDUCATIONAL PSYCHOLOGIST, UNIVERSITY OF

CONNECTICUT THREE RING MODEL OF GIFTEDNESS

Well above average ability

Task Commitment

Creativity

RENZUILLI VS MARLAND Marland definition does not take into

account motivational factors . Example: Persistence in task completion

and perseverance through difficulties to achieve high personal standards.

Marland definition does not take into account giftedness in a particular area and average performance in another.

Example: A gifted mathematician is not necessarily gifted with leadership qualities

GARDNER’S THEORY OF MULTIPLE INTELLIGENCE

Intellegence is “The capacity to solve problems or to fashion products that are valued in one or more cultural settings”.

Intelligence and giftedness are not general traits that can be measured by IQ tests alone.

Identifies eight types of intelligences that may operate in combination but are capable of functioning alone.

GIFTED AND TALENTED – WHO WERE THEIR TEACHERS ?

LEVELS OF GIFTEDNESS AS MEASURED BY INTELLECTUAL ABILITY

IQ 130-145 Gifted

IQ 145-160 Highly gifted

IQ 160 + Profoundly gifted

DEMOGRAPHICS RELATED TO IQ AND ARTISTIC, CREATIVE, SOCIAL AND PSYCHOMOTOR SKILLS

When considering IQ alone, the incidence of identified gifted and talented is from 2 to 5%

When considering IQ alone, the gifted and talented are represented overwhelmingly in upper class SES and white population.

When considering artistic, creative, social and psychomotor skills the incidence ranges from 19% to 36% with a more culturally diverse population represented.

GENERAL AND SPECIFIC BEHAVIORS AS LEARNERS

Academic or creative performance that exceeds that of their piers

Can be concerned about later socialization High level of task commitment

Advanced Language skills

Advanced Sense of humor

Advanced vocabulary and sophisticated use of language

OTHER BEHAVIORS AND INDICATIONS

Impatience Questioning of authority Persistent “what if” questioning that can be

interpreted as disruptive. Rebellious Dislike for tasks that require drill or repetition Disorganized Underachievement resulting from boredom Depression Frustration Isolation from peers for being “nerdy”

LEARNING DISABILITIES AND GIFTED AND TALENTED

Once diagnosed with a learning disability the gifted student often is not considered for gifted services.

Frequently misdiagnosed because of related behaviors common to other learning disabilities.

COMMON MISDIAGNOSIS

Disability Behavior

ADHD Impulsivity ODD Defiant Disruptive Question Authority Hostile

Bi Polar Depression Intense idealism OCD Urgency in rules Perfectionism Complex organizing parameters

DISABILITY AND GIFTED AND TALENTED “TWICE EXCEPTIONAL”

IQ is estimated around 160 Suffers from Amyotrophic Lateral Sclerosis

also known as Lou Gehrig’s disease.

DEVELOPMENTAL CHARACTERISTICS

Elementary School – generally in tune with the rest of their piers until more specific sorts of interests and talents develop. May experience frustration with lag of development of fine motor skills in relation to cognitive development.

Middle school – The beginnings of “asynchronous development” an incongruity between intellectual capability and emotional age.

Adolescence – exacerbated by the physical changes occurring may suffer depression, distrust in their abilities, increased rebellious behavior.

THEORIES OF CAUSALITY OF GIFTS AND TALENTS

GENETIC AND ENVIRONMENTAL

The Gagne’ /Feldhausen Model Giftedness is: Predisposed set of inborn abilities

allowing a range of development – Genetic

Abilities interact with guidance, appropriate early instruction and chance - Environment

CRITICAL CAUSAL ROLE OF SOCIO ECONOMIC STATUS

THE CULTURAL VOID – Economically disadvantaged and culturally

diverse students are severely under represented in the gifted and talented population.

Most gifted programs rely on local funding

Flawed identification Practices – test scores may exclude students with different cultural experiences.

JACOB K JAVITS GIFTED AND TALENTED STUDENTS ACT OF 1988 (PL 100-297)

Through a series of federal grants called for special emphasis in identifying economically disadvantaged students, limited English proficient students, and students with disabilities who are gifted and talented.

ENRICHMENT VS ACCELERATION

Grade Skipping – most common in elementary school

Advanced Placement Course – more common in high school

Ability Groups – introduced in middle school

THINGS TO KEEP IN MIND IN YOUR LESSON PLAN

Problem based learning Allow for abstract thinking Reasoning activities Creative problem solving Content mastery Breadth and depth of topic – Independent study Talent development

EDUCATIONAL STRATEGIES

Advanced content Differentiated Instruction Assessment of pace of learning Documentation for subsequent levels of

education Documentation of achievement to verify

competence Self regulation policy

WHAT DO THE GIFTED STUDENTS SAY ABOUT THEIR EDUCATION?

http://www.youtube.com/watch?v=MDJst-y_ptI

THE EDUCATIONAL SYSTEM TODAY

How do teachers and administrators view gifted and talented children?

Why are there such deficits in the cultural diversity of the gifted and talented population?

What is the result of a gifted and talented child not realizing their potential?

How can we as teachers be better advocates for these children?

WHERE ARE YOUR GIFTS? http://literacyworks.org/mi/assessment/findyo

urstrengths.html