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Gifted Students: Who AreThey? What Do They Need?

Tamra Stambaugh, Ph.D.Vanderbilt Universitywww.pty.vanderbilt.edu

Developing Talent in Gifted Students andThose Who Work With Them

Their Educators

Gifted Students

Their Families

Definitions - USDOE Children and youth with outstanding talent perform or

show potential for performing at remarkable highlevels of accomplishment when compared with othersof their age, experience, or environment.

These children and youth exhibit high performancecapability in intellectual, creative, and/or artistic areas,possess an unusual leadership capacity, or excel inspecific academic fields. They require services oractivities not ordinarily provided by the schools.

Outstanding talents are present in children and youthfrom all cultural groups, across the economic strata,and in all areas of human endeavor.

» National Excellence Report, USDOE, 1993

Characteristics Precocious – wise beyond years in certain

areas but immature in others Intense – about issues of interest Sensitive Thrive on complexity – enjoy ambiguity,

question authority, note inconsistencies Perfectionistic Asynchronous in development Large Vocabulary

Common Myths

Gifted students are gifted in most academic areas. Gifted students are typically straight “A” students. Teachers, counselors, psychologists and parents are

well-equipped to work with gifted students. Gifted students do not need interventions to be

successful. They will make it on their own. Parents of the gifted are pushy and over-demanding. Gifted students are socially and emotionally

maladjusted.

Value-Added Findings

--Value Added Assessment: Battelle for Kids, 2005

Student A

Student B

Proficient

Curbing the Trend:AcceleratedCurriculum; Pacing;Like Peers

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In general, gifted children are as welladjusted as most other children

When they do have social/emotional issues,some of the causes are:

Reactions to the gifted label Failure of the educational system to address

uniqueness of learning needs Stress from self-criticalness, perfectionism,

meeting other’s expectations, fear of failure

Dabrowski’s Overexcitabilities PsychomotorPsychomotor

– Rapid speech– Marked enthusiasm– Fast games/sports– Pressure for action– Compulsive talking– Impulsive actions– Nervous habits– Sloppy handwriting– Disorganization– Caution: ADD – H or I

ImaginationalImaginational– Frequent use of metaphor and

simile– Facility for invention or fantasy– Elaborate dreams– Mixing truth & fiction– Detailed visual recall– Fears of unknown– Imaginary playmates– Longer pretend play (stuffed

animals, costumes)– Caution: Anxiety, Stress,

Phobias

SensorySensory– Heightened sensory

pleasure: seeing,smelling, tasting,touching, hearing

– Over/under eating– Allergies

– Caution: OCD,Rigidity

– “Mini Monks”– Aspergers

Dabrowski’s Overexcitabilities Dabrowski’s Overexcitabilities IntellectualIntellectual

– Curiosity– Intense concentration– Avid reading– Love of learning– Introspection– Capacity for sustained intellectual effort– Theoretical/Moral thinking– Precise– Argumentative– Multipotentiality– “Actually”…..– Caution: ODD

Dabrowski’s Overexcitabilities EmotionalEmotional

– Intensity of feeling– Strong ties and

attachments– Self-evaluation and

judgment– Identification of

others’ feelings– Somatic expressions

(stomachaches,blushing, flushing)

– Inhibition (shyness,timidity)

– Fears and anxieties(feelings of guilt)

– Feelings of inadequacyand inferiority

– Perfectionism/procrastination

– Caution: Depression,Bi-Polar

Symptom vs. Problem Usually it’s not the external response that’s the

problem…– Fear of failure– Lack of Interest– Lack of Curriculum Match (Too easy/Too Hard)– Dual diagnosis– Health Issue– Stress (internal or external)– Personality– Belief in Abilities, Oneself, School– Exacerbated Overexcitabilities

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Curriculum Interventions

Grouping with Like Peers Rigorous and Accelerated Curriculum within a

Content Area Choice Products Opportunities to Research Interest Areas Scaffolding and support Mediate goals Is the content meaningful and relevant? HOTS not MOTS or Rigor vs. Rigormortis

(Goldilocks)

How the Gifted Child Learns

Whole to Part Fewer Repetitions Process Rationally and Logically Uneven Emotional Development

(Asynchronous) Like Peers, Interests, and Self-Concept/

Efficacy Important for Achievement

Parenting the Gifted

Talk to your child about being gifted -What does gifted mean? What does itnot mean? Dispel myths.

Help the child develop strengths inareas of interest.

Acknowledge and remediateweaknesses as appropriate.

Parenting the Gifted Child

Remember the 3 C’s– Choices, Cheers, Challenges (Control)

Separate the behavior from the child Teach them how to fail and take risks in safe

environments Acknowledge attempts and hard work more than

outcomes Provide accurate, specific, liberal praise Watch out for: “should”, “ought”, “if you’re so smart

then…”, and sarcasm Teach coping skills and help them reframe ideas

(communicate)

Developing TalentGagne’s Differentiated Model ofGiftedness and Talent

PERSONALITYAutonomy

Self-ConfidenceSelf Esteem, etc.

SIGNIFICANT FACTORSPersonsPlaces

InterventionsEventsChance

GIFTEDNESSAptitude Domains

Intellectual {

Creative {

Socioaffective {

Sensorimotor {

Others {

_________

_________

_________

_________

_________

MOTIVATIONInitiativeInterests

Persistence

ENVIRONMENTAL CATALYSTS

INTRAPERSONAL CATALYSTS

TALENT

Fields of Talent(sample)

ArtsAthletics & Sports

Business & CommerceCommunicationsCrafts & Trades

EducationHealth Services

Science & TechnologyTransportation

Learning/Training/Practice

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Early Elementary - EXPOSURE– Awareness of world around them– Try new things - see what sticks– Learn how school works– Begin to notice talent in certain areas

Middle School - EFFICACY– Hone in or gravitate toward talent areas– Develop identity and interests– Peer groups and hard work

High School (and beyond) - EXPERTISE– More difficult guided practice in areas of interest– Content expert (exposure/rigor)

The SAVY Experiencein Talent Development

Academic Grouping and Interaction with Like Peers Accelerated, Research-based Curriculum

– Prescriptive Approach w/pre-assessment– Shown to increase content acquisition and critical thinking

Cultivates Intra and Interpersonal Skills– Interest, motivation, practice, self-esteem, academic

discipline Exposure to Advanced Processes within a Specific

Discipline– Scientific experimentation, problem-based learning, big

ideas within and across disciplines, analysis and criticalthinking

May Reduce Potential Underachievement May Serve as a Crystallizing Experience Linkage to Content Experts

The Integrated Curriculum Model

AdvancedContent

Dimension

Process-Product

Dimension

Issues/Themes

Dimension

- VanTassel-Baska, 1986

Concept Map of Soil

©Javits Project Clarion, Center for Gifted Education, College of William and Mary

SCIENTIFICINVESTIGATION

AND REASONING

MakeObservations

AskQuestions

Learn More

Design andConduct theExperiment

CreateMeaning

Tell OthersWhat Was

Found SCIENTIFICINVESTIGATION

AND REASONING

Whe

el o

f Sci

entif

icIn

vest

igat

ion

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Experimental Report Form

Name of Experiment _________________Your Name ________________________1. What was your hypothesis (or prediction about what would

happen)?2. What materials did you use to test the hypothesis?3. What methods did you use? (Outline steps)4. What data has been collected? Where are your data

recorded? (attach your data table)5. What are your findings? (Did your hypothesis prove to be true

or false?)6. What new questions do you have?

Instrumentation ScientificInvestigation Sample

How would you study this question: Are plantsattracted to sun?

– I predict that:__________________

– Materials:_____________________

– What steps would you take and in what order:•••

– What data do you want to collect and how should it berecorded?

– How do the data help you decide if your prediction is correct?

Pre-Test

How would you do a fair test of this question?

Are earthworms attracted to light?

Tell how you would test this question. Be as scientific as youcan as you write about your test. Write down the steps youwould take to find out if earthworms like light.

Pre-test Response

First , I would put some earthworms ina container. There would be lights andsome dirt . I would put several differentearthworms in it . If more earthwormslike the light than that would be right .If more didn’t like the light than thatwould be right . I would t ry this withabout seven groups and decide if theylike the light .

CFGE, 3rd Grade

Post-Test

How would you do a fair test of this question?

Are bees attracted to diet cola?

Tell how you would test this question. Be as scientific as youcan as you write about your test. Write down the steps youwould take to find out if earthworms like light.

Post-Test Response Materials:

– Diet Cola, 3 large containers, 3small containers, 6 bees.

Hypothesis:– If you give bees diet cola then

they will be attracted to it.1. Gather 6 bees, diet cola, 3

large containers, 3 smallcontainers.

2. Put 2 bees in each largecontainer.

3. Pour 5 ml of diet cola in eachsmall container.

4. Set the small container of dietcola in each large container thathas bees in it.

5. Watch and observe to see if thebees are attached to the dietcola.

6. You should record if the beeslike diet cola on a chart likebelow.

Bees If they are attracted to Diet Cola1.2.3.4.5.6.

CFGE, 3rd Grade

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Literature WebKey Words

READING

Feelings

Ideas

Structure

Images/Symbols

CFGE, 1997

Persuasive Writing Pre/Post

Do you think______ should be requiredreading for your grade?

Pre-Assessment

Persuasive Writing Pre-Assessment Student B, Grade 3 Yes, I think the story The Wolf and the

Lion should be required reading for all thestudents. Why? It’s a great story with a veryinteresting topic. They could also learn fromthe story. Also they could get lots ofinteresting questions. That’s why I think 3rdgrade students should read The Wolf and theLion.

Post-Assessment Persuasive Writing Post-Assessment Student B, Grade 3

Yes, I think all the students in 3rd grade should read thisbook. It’s such an excellent moral.

One reason I think everyone in third grade should read TheMiser is because it does teach a good lesson. It could help themlearn that things they never use are worthless.

Another reason I think all the students in third grade shouldread this story is they use great, funny words. It basicly is afunny story. One of the parts I likes was “He pulled his hair out(not really). It would make our writing better.

Also, the students should read this because it’s similar to atrue story. If you have a good, healthy body and you never useit, the muscles will be very weak, and you’ll miss out on a lot ofthings.

As you see, it’s a good moral for all the students in thirdgrade. They could learn great details for their own stories, andthey can compare it with a true happening like this story. It’s agreat story.

Look at the Graph… Explainhow you determine the median. PreTest…

I have no idea.

I did this: 10 10 20 20 30 30

30 30 40 40 40 4040 40 50 50 60 andthen I counted fromthe outside into themiddle and got 30.

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SAVY AND SCHOOL Students reported that SAVY, as compared to their typical

school experience, provided:

More academically-minded friends* More difficult courses* More enjoyable classes** Teachers who were encouraging* A stronger desire to attend class* Opportunities to engage in critical thinking*

Students also reported that it was just as easy to make friends, beencouraged by teachers and feel liked both at their school andat SAVY. Parents also found the overall SAVY experience to bepositive and reported that the courses are a good academic fitfor their child.for their child.

*p<.05 ** p<.001

Reminders

Drop off and Pick up Next SAVY Chat & Open House

– Last Saturday Parent Communication

– VISIT THE WEBSITE• www.pty.vanderbilt.edu

Contact Kim Bundy or Mary Carter– Kim.bundy@vanderbilt.edu– Mary.m.carter@vanderbilt.edu