gifted and talented

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Gifted & Talented By: Kalia Shamanski and Jarrett Fuller

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Page 1: Gifted and Talented

Gifted & Talented

By: Kalia Shamanski and Jarrett Fuller

Page 2: Gifted and Talented

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

Page 3: Gifted and Talented

Renzulli’s Three Ring Model

Gardner’s TheoryOf

Multiple Intelligences

Page 4: Gifted and Talented

Causes

Biology Genetics Nutrition – impacts child development

Environment Significant amounts of stimulation Opportunity to explore and interact with

environment High expectations

Page 5: Gifted and Talented

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

Page 6: Gifted and Talented

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

Page 7: Gifted and Talented

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

Page 8: Gifted and Talented

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

Page 9: Gifted and Talented

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

Page 10: Gifted and Talented

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

Page 11: Gifted and Talented

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

Page 12: Gifted and Talented

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/