introduction to gifted, talented, and creative students susan baum, phd. henry nicols, ms buffalo...
TRANSCRIPT
Introduction to Gifted, talented, and creative students
Susan Baum, Phd.
Henry Nicols, MS
Buffalo State College
SUNY Buffalo
RADAR Simulaton: Part One
Identify three students for your gifted program.
Choose two additional students to be on the waiting list.
Define giftedness according to your selections.
Normal Bell Curve
0.13
34.13 34.13
13.59 13.59
2.142.14 0.13
Mean-1 +1-2-3 2 3
Radar Simulaton: Part Two
Identify a strength, talent, or interest for all students. Decide on an opportunity you could offer the student
that would develop this talent. Compare the notions of gifted programming and talent
development approaches. Which approach sees giftedness as developmental? What is the role of the school in developing gifts and
talents?
Who are these folks
Mike Grost is Mike Grost Mary Hall is Eleanor Roosevelt Sam Edder is Albert Einstein William Horn is Bill Bradley William Gunther is Will Rogers
Who are these folks
Albert Wright is Abraham Lincoln Bill Ridell is Thomas Edison Elaine Hawkins is Isadora Duncan Pearl Ruth Jackson is Barbara Jordan
Essential Questions:Course Throughlines
. Who are the gifted? How do we meet the needs of gifted
and talented students ? What are specific challenges we face?
Agenda
1. Introduction2. Who are gifted students?3. What constitutes a talent
development model?4. What is our vision for meeting the
needs of gifted students?
The Stages of Talent Development
latent
manifest
emergent
Giftedness can be:
Definition of Children With Outstanding Talent
Children and youth with outstanding talent perform or show the potential for performing at remarkably high levels of accomplishment when compared with other of their age, experience, or environment.
Kinds of Giftedness: Federal Definition
General intellectual ability Specific aptitude Visual and performing arts Creativity Leadership
Traits, Aptitudes, and Behaviors
HumorConveys and picks up on humor.
Problem-Solving AbilityEffective, often inventive, strategies for recognizing and solving problems.
Communication SkillsHighly expressive and effective use of words, numbers, and symbols.
MotivationEvidence of desire to learn.
InterestsIntense (sometimes unusual) interests.
InquiryQuestions, experiments, explores.
MemoryLarge storehouse of information on school ornon-school topics.
InsightQuickly grasps new concepts and makes connections; senses deeper meanings.
Imagination/CreativityProduces many ideas; highly original.
ReasoningLogical approaches to figuring out solutions.
Adapted from: Frasier & Passow, 1994
Harrison Bergeron self check
Do I pretest students formally or informally? If yes, how do I use the information?
Do I use a diversity of resources in any given unit or lesson that are more complex or geared for students in a higher grade
Do I tend to give more work to bright students or different work?
What kinds of grouping do I tend to use? Are the brighter kids ever grouped together?
Self check continued
To what degree do I employ the following instructional strategies:
Independent study options Socratic questioning Simulations Inductive strategies Probem based learning Moral dilemmas Futures
How Tests Influence Our Lives…
From Cradle to Grave
"Congratulations!! He seems very bright."
Above Average Ability
CreativityTask
Commitment
GiftedBehavior
Characteristics of Above Average Ability
Above Average Ability (General) high levels of abstract thoughtadaptation to novel situationsrapid and accurate retrieval of
information
Above Average Ability (specific) applications of general abilities to
specific area of knowledgecapacity to sort out relevant from
irrelevant informationcapacity to acquire and use
advanced knowledge and strategies while pursuing a problem
Characteristics of Above Average Ability
Characteristics of CreativityCharacteristics of Creativityfluency, flexibility, and
originality of thought
open to new experiences and ideas
curiouswilling to take riskssensitive to aesthetic
characteristics
Characteristics of
Task Commitment capacity for high levels of interest,
enthusiasm hard work and determination in a
particular area self-confidence and drive to achieve ability to identify significant problems
within an area of study setting high standards for one’s work
The National Research Center on the Gifted and Talented
www.gifted.uconn.edu
Why aren’t some academically talented challenged in school?
Classroom Practices Study
Teachers reported that they never had any training in meeting the needs of gifted students.
61% public school teachers
54% private school teachers
Archambault, F. X., Jr., Westberg, K. L., Brown, S. W., Hallmark, B. W., Emmons, C. L., & Zhang, W. (1993). Regular classroom practices with gifted students: Results of a national survey of classroom teachers (Research Monograph 93102). Storrs, CT: The National Research Center on the Gifted and Talented, University of Connecticut.
Classroom Practices Observational Study
Students experienced no instructional or curricular differentiation in 84% of the activities in which they participated:
Reading Language Arts
Mathematics Social Studies
Science
Westberg, K. L., Archambault, F. X., Jr., Dobyns, S. M., & Salvin, T. J. (1993). An observational study of instructional and curricular practices used with gifted and talented students in regular classroom (Research Monograph 93104). Storrs, CT: The National Research Center on the Gifted and Talented, University of Connecticut.
Types of Differentiation in Which Target Gifted Students Were Involved
N o D ifferen tiatio n A d v an ced C o n ten t A d v an ced P ro cess A d v an ced P ro d u ct In d ep . S tu d y w /A ssig n ed In d ep . S tu d y w /S elf-selected O th er D ifferen tiatio n
0
20
40
60
80
100
Reading
Language Arts
Mathematics
Science
Social Studies
All Subject Areas
Per
cent
No
Dif
fere
ntia
tion
Adv
ance
d C
onte
nt
Adv
ance
d P
roce
ss
Adv
ance
d P
rodu
ct
Inde
p. S
tudy
w/
Ass
igne
d T
opic
Inde
p. S
tudy
w/
Sel
f-se
lect
ed T
opic
Oth
er
Dif
fere
ntia
tion
Why Not Let High Ability Students Start School in January? The Curriculum
Compacting Study
Sally M. ReisKaren L. WestbergJonna KulikowichFlorence CaillardThomas Hébert
Jonathan PluckerJeanne H. PurcellJohn B. Rogers
Julianne M. Smist
The National Research Center on the Gifted and Talented
Approximately 40-50% of traditional classroom material could be eliminated for targeted students.
When teachers eliminated as much as 50% of the curriculum, no differences were found between treatment and control groups in most content areas. In fact, students whose curriculum was compacted scored higher than control group students in some areas.
Renzulli's Conception of Giftedness
Schoolhouse Abilities
Creative Productivity AboveAverageAbility
TaskCommit-
mentCreativity
• ___________________________• ___________________________• ___________________________
Above Average Ability
Creativity
Task Commitment
Renzulli & Reis, 1997
• ____________________• ____________________• ____________________
Analytic Thinking
Ability to Generalize
Ability to Learn Inductively
What academic services should students be able
to receive in school?
Internal Consistency
Definition of Giftedness
Characteristics of Gifted,
Talented, and High Potential
Students
Identification
Services and
Programs Provided
For Example,Opportunities for
1. Accelerated Reading (Special Class)
2. Differentiation in the Classroom
3. Independent Study—Language Arts, History
4. Enrichment in Reading, Drama, History
1. Gifted and talented students should spend the majority of their school day with others of similar abilities and interests.
2. Cluster grouping of a small number of students within an otherwise heterogeneously grouped classroom can be considered.
3. Gifted and talented students might be offered specific group instruction across grade levels.
4. Gifted and talented students should be given experiences involving a variety of appropriate acceleration-based options.
5. Gifted and talented students should be given experiences which involve various forms of enrichment.
6. Mixed-ability cooperative learning should be used sparingly for gifted and talented students, perhaps only for social skills development programs.
Guidelines byKaren B. Rogers
PRACTICESRESEARCH-BASED DECISION MAKING SERIES
gROUPINg
It is not the grouping strategy itself that causes academic gains; rather, it's what goes on in the groups.
Karen B. Rogers, Ph.D.
University of St. Thomas
St. Thomas, Minnesota
The Relationship of Grouping Practices
To the Education of Gifted and Talented Learner
The National Research Center on the Gifted and Talented
Karen Rogers"Students who are gifted and talented should be given experiences which involve various forms of enrichment that extend the regular school curriculum, leading to a more complete development of concepts, principles, and generalizations." (p. 28)
Cluster Grouping: An Investigation of Student Achievement, Identification, and
Classroom Practices
Marcia Gentry
TYPE IIIINDIVIDUAL & SMALL
GROUP INVESTIGATIONSOF REAL PROBLEMS
The Total Talent Portfolio
Curriculum Modification Techniques
Enrichment Learning and Teaching
Service Delivery Components
School Structures
TYPE IGENERAL
EXPLORATORYACTIVITIES
TYPE IIGROUP
TRAININGACTIVITIES
Talent Development
Within the curriculum Outside of the curriculum
WIBA Interest centers Type One experiences
Talent Development
Outside of the classroom Authenitic opportunities Enrichment clusters Mini courses Mentorships Summer programs
My Grandma
My Grandma, my grandma
When I’m with her, we have fun.
My grandma, my grandma
She’s my special someone
I eat some snack that aren’t good for me
And then I stay up and watch tv
She’s never too busy to play with me
We go outside and read under at tree
My GrandmaBy Allyson Mayo
My Grandma, my grandma
When I’m with her, we have fun.
My grandma, my grandma
She’s my special someone
She tells me stories about my Mom.
Who used to fight with Uncle Tom.
She has good books that we can share.
We snuggle up in our special chair.
Her house is where I like to go
in the summer and in the snow.
She takes me shopping; it’s always neat.
If I’m bad or good, I still get a treat
My Grandma
My Grandma, my grandma
When I’m with her, we have fun.
My grandma, my grandma
She’s my special someone
She doesn’t yell. She doesn’t get mad.Even if I do something really bad.I play the piano and make up songs.She even lets me play it wrong.
My Grandma, my grandmaWhen I’m with her, we have fun.My grandma, my grandmaShe’s my special someone.
I love my Grandma, I really doAnd I know that she loves me too!!!
Within Class andNon-Graded Cluster
Grouping by Skill Level
Enrichment Clusters
Within and Across GradePull-Out Groups by TargetedAbilities and Interest Areas
Within Grade Level andAcross Grade LevelAdvanced Classes
Advanced Placement
Self-Designed Courses orIndependent Study
International Baccalaureate
Honors Classes
The Integrated Continuum of Special Services
Elementary School Middle School High School
General Classroom enrichment Type I and Type II Enrichment
Curriculum Compacting, Modification, and Differentiation
Total Talent Portfolio, Individual and Small Group Advisement, and Type III Enrichment
Magnet and Charter Schools, School Within a School Special Schools
Special Enrichment Programs: Young Writers, Saturday and Summer Programs, FutureProblem Solving, Odyssey of the Mind, Math League, Science Fairs, etc.
Individual Options:Internships — — — — — — — — Apprenticeships — — — — — — — — Mentorships
Acceleration Options:Early Admissions — — Subject Acceleration — — Grade Skipping — — College Classes
Input Process Output
What Concerns Should Teachers and Parents
Have?
Social and Emotional Findings
Overview
As a group, gifted students have healthy social/emotional growth but have three issues to address:
Advancement over age peers Internal asynchronies Membership in groups with special
needs
Summary of Current Findings About Underachievement
First, it appears that underachievement often begins in elementary school, perhaps due to an unchallenging curriculum. There appears to be a relationship between inappropriate or too-easy content in elementary school and underachievement in middle or high school.
Second, underachievement appears to be periodic and episodic, occurring in some years and not others, and in some classes but not others. However, increasing episodes of underachievement may produce a more chronic pattern.
Third, parental issues interact with the behaviors of some underachievers, yet no clear pattern exists about the types of parental behaviors that may influence underachievement.
Summary of Current Findings About Underachievement
Fourth, peers can play a major role in keeping underachievement from occurring in their closest friends, making peer groups an important part of preventing and reversing underachievement.
Fifth, adolescents who are involved in clubs, extracurricular activities, sports, and religious activities tend to be effective learners in school.
Sixth, helping gifted students develop regular patterns of work and practice seems to be very beneficial. Music, dance, and art lessons, combined with regular time for homework and reading, can be helpful for developing positive self-regulation strategies.
Summary of Current Findings About Underachievement
Seventh, a caring adult in school can help reverse the process of underachievement. This adult may be a counselor, a coach, or an academic teacher.
Eighth, some students may underachieve as a direct result of an inappropriate and unmotivating curriculum. Before we try to “fix” these students or punish them for their behavior, perhaps we need to try drastic curriculum changes. If the curriculum can’t be changed, we may want to reconsider our attitudes toward students who make conscious decisions not to put their best efforts into school work that fails to motivate, engage, or challenge them.
Summary of Current Findings About Underachievement
Finally, too few interventions have been tried to reverse underachievement, and some interventions do not match the reasons for underachievement and school personnel should consider implementing interventions for gifted students who are underachieving. These young people are too precious a resource to squander.