robert sisson educ5485_gifted_children_final
TRANSCRIPT
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EDUC 5485 Development, Teaching and Learning
Inclusive Education: Gifted Students
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Warm Up
Mensa (2013)
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What is gifted?
Note: From Education for Inclusion and Diversity (3rd ed.) p. 65, by A. Ashman and J. Elkins, 2008, New South Wales: Pearson
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What is gifted?
Note: From Educational Psychology (3rd ed.) p. 208, by A. Woolfolk and K. Margetts, 2013, Frenchs Forest, NSW: Pearson.
Category of giftedness
Number of SDs (SD=15) above mean of 100
General ability score (IQ)
Proportion of the population in or above this range
Moderately gifted 2 130-144 2%(1 in 50)
(1 in 2 classes)
Highly gifted 3 145-159 0.1%(1 in 1000)
(1 in a school)
Exceptionally gifted
4 160-179 0.001%(1 in 100,000)(20 in Western
Australia)
Profoundly gifted 5 180+ 0.00001%(1 in 10,000,000)
(2 in Australia)
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What does gifted look like ?
(Winebrenner, 2001, p. 10-11):
• Has an advanced vocabulary and verbal ability for her/his age
• Has an outstanding memory. Possess lots of information and can process it in sophisticated ways
• Operates on higher levels of thinking that her/his age peers. Is comfortable with abstract and complex thinking tasks
• Sees patterns, relationships, and connections that others can’t
• Is very intense. May be extremely emotional and excitable. Gets totally absorbed in activities and thoughts; may be reluctant to move from one subject area to another; may insist on mastering one thing before starting another
• Is sensitive to beauty and other people’s feelings, emotions and expectations
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What does gifted look like ?
(Winebrenner, 2001, p. 11):
• Gets frustrated with the pace of the class and what she/he perceives as inactivity or lack of noticeable progress
• Monopolises class discussions
• Rebels against routine and predictability
• Becomes the “class clown”
• Asks embarrassing questions; demands good reasons for why things are done in a certain way
• Becomes bossy with her/his peers and teachers
• Becomes impatient when she’s/he’s not called on to recite or respond; blurts out answers without raising their hand
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How do you confirm giftedness for one of your students?
• Refer the student to the school psychologist for testing
• Typical tests administered:
– Wechsler Intelligence Scale for Children – 4th Ed. (WISC-IV)
– Wechsler Individual Achievement Test – 2nd Ed. (WIAT-II)
– Test of Visual Perception Skills (non-motor)
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How do you confirm giftedness for one of your students?
• The following constructs are tested:
– Verbal Comprehension (tests of verbal reasoning and acquired verbal knowledge)
– Perceptual reasoning (tests of nonverbal reasoning, spatial processing and motor skills)
– Working memory
– Processing speed
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Once you’ve found one, why should you teach them differently?
Australian Professional Standards for Teachers:
• 1. Know students and how they learn
– 1.5 Differentiate teaching to meet the specific learning needs of students across the full range of abilities
• Demonstrate knowledge and understanding of strategies for differentiating teaching to meet the specific learning needs of students across the full range of abilities
(AITSL, 2013)
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Once you’ve found one, why should you teach them differently?
• “Providing for the gifted and talented pupils in our schools is a question of equity. As with all other pupils, they have a right to an education that is suited to their particular needs and abilities.” (Balchin, Hymer & Matthews, 2009)
• “Wasting the potential of a gifted mind is reckless for a society in desperate need of creativity and inventiveness”. (Steineger, 1997)
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How should you teach them differently?
Four examples of differentiating the curriculum
• Curriculum compacting. This provides students with the opportunity to demonstrate what they already know about a subject. Teachers can then eliminate content that is repetitive, replacing it with advanced learning experiences (Vaughn, Bos & Schumm, 2000).
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How should you teach them differently?
• Enrichment. Giving students additional, more sophisticated, and more thought-provoking work, but keeping them with their same-age peers in school (Woolfolk & Margetts, 2013)
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How should you teach them differently?
Examples of “Author Extensions” enrichment (Winebrenner, 2001, p. 102)
• Write something of your own in the same style as the author
• Read other books of the same type by different authors. Compare and contrast the styles of the various authors
• Read interviews with the author. Write a short biography of the author based on that information.
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How should you teach them differently?
• Mentors. An interest in (e.g.) maths or writing might be further supported by a mentor in the community or at a local college. In this way the child’s passions and advancement in specific areas are supported by the teacher outside the classroom. (Gilman, 2013)
- Need to check school policy
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How should you teach them differently?
Some objectives of mentorship programs (Torrance & Sisk, 2001, p. 140) :
• To provide students opportunities to learn beyond the limits of time, space and curriculum
• To provide students access to resources and facilities not usually available in schools
• To provide students with professional role models
• To stimulate career awareness and career options
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How should you teach them differently?
• Acceleration. Moving the students quickly though grades or through particular subjects (Woolfolk & Margetts, 2013)
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How you should not teach them…
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How you should not teach them…
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Resources
• www.gatcawa.org (The gifted and talented children’s association of WA)
• www.nswagtc.org.au (NSW Association for Gifted & Talented Children)
• www.hoagiesgifted.org (“all things gifted” resource for parents, teachers and students)
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References
• Ashman, A. & Elkins, J. (2008). Education for Inclusion and Diversity. (3rd ed.). New South Wales: Pearson.
• DETWA. (2007). Department of Education and Training Western Australia: Middle childhood: Mathematics/Number scope and sequence. Retrieved fromhttp://det.wa.edu.au/redirect/?oid=com.arsdigita.cms.contenttypes.FileStorageItem-id-10886532&stream_asset=true
• Woolfolk, A., & Margetts, K. (2013). Educational Psychology. (3rd
ed.). Frenchs Forest, NSW: Pearson.• Winebrenner, S. (2001). Teaching Gifted Kids in the Regular
Classroom. Minneapolis, USA: Free Spirit Publishing.• Mensa (2013). Mensa the high IQ society. Retrieved from
http://www.mensa.org.uk/cgi-bin/item.cgi?id=2748&u=pg_dtl_art_news&m=pg_hdr_art
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References
• Balchin, T., Hymer, B., & Matthews, D.J. (Eds). (2009). The RoutledgeInternational Companion to Gifted Education. Abingdon, Oxon, UK: Routledge Publishing.
• Steineger, M. (1997). Clarion call to action. Northwest Education (Fall 1997). Portland, OR, USA: Northwest Regional Education Laboratory
• Vaughn, S., Bos, C. S., & Schumm, J. S. (2000). Teaching exceptional, diverse, and at-risk students in the general education classroom (2nd ed.). Needham Heights, MA: Allyn and Bacon.
• Gilman, B. J. (2003). Empowering gifted minds. Denver, US: DeLeon
• Torrance, E. P, & Sisk, D. A. (2001). Gifted and Talented Children in the Regular Classroom. Buffalo, US: Creative Education Foundation Press
• AITSL. (2013). Australian Professional Standards for Teachers Retrieved from http://www.teacherstandards.aitsl.edu.au/Standards/AllStandards