Defining Gifted and Talented
important key facts about giftedness
* each state determines it own definition of giftedness * In states in which children who are gifted constitute a category of exceptionality, laws governing special education also apply to children and young people who are gifted and talented.
Accelerated GT options
1. grade skipping 2. starting school at younger age 3. pull-out to join older students 4. taking college placement class in middle school or via distance learning 5. early entrance to college
effective differentiation involves 5 steps
1. preassess 2 group students for instructional purpose 3. Match learner experiences to the preassessment data 4. provide product/assign tasks or projects 5. reflect, reflect, reflect
National Excellence: A Case for developing Americas talent
2nd national report - uses term talent instead of gifted - recognizes categries of high performance; acknowledges diversity - 1993
Joseph Renzulli - venn diagram of giftednes 1998
Above-average ability (intellectual abilities, general and specific) Creativity Task commitment
intellectually gifted and talented maybe
Academic/Learning Characteristics Social and Emotional Characteristics
Leadership ability
Are sought after to lead activities, projects, and play
What makes a leader
Assumes responsibility High expectations for self and others Good judgment in decision making Self-confident Foresees consequences and implications of decisions
being specific about giftedness
Being specific about the area of giftedness will make it possible to offer appropriate services and educational opportunities to allow continuous progress to be made in each category of talent or giftedness. Being specific also facilitates communication as you describe a young person as being gifted in mathematics, gifted in leadership, or intellectually gifted.
competitions
Competitions do not constitute gifted education, but they do provide motivation and challenge for some young people who are gifted and talented
drawbacks of technology
Cost/access and training Technical and maintenance support are additional challenges, potential for jealousy (or at least envy) and resentment among students who are not in programs for the gifted and talented. Teachers will need to advocate for resources and devise ways share the new technology with their general education students.
ways to combat diversity in identifying giftedness
Culturally sensitive identification practices Establishing support services (career counseling, mentors, role models) Greater community and family involvement Multimodal assessment practices, including alternative (nontraditional) strategies (such as peer ratings, portfolios, teacher nominations, and checklists) Early identification
methods for inclusion in a gen ed classroom
Curriculum compacting Higher-level thinking and problem solving Flexible and cluster grouping Tiered assignments Problem-based learning Pacing instruction Creativity
sub categories of differentation
Curriculum compacting Higher-level thinking and problem solving Flexible and cluster grouping Tiered assignments Problem-based learning Pacing instruction Creativity
differentation
Differentiation of the curriculum is necessary in order to accommodate these differences and to provide a learning environment in which all children, including children who are gifted and talented, can thrive. In differentiated classrooms, teachers begin where students are, not the front of a curriculum guide. They accept and build upon the premise that learners differ in important ways
prevelance of giftedness
Educators believe that approximately 3-5 percent of the school-age population is gifted. Some professionals estimate that 10-15 percent of school-age youth are gifted and talented.
Assessing Academic Aptitude
Examples of off-level testIng are using the Woodcock-Johnson III Tests of Achievement (Woodcock, McGrew, & Mather, 2001) to measure a specific area of reading or mathematics or using the Scholastic Assessment Test (SAT) with middle school students to ascertain the level of reasoning and achievement in mathematics or verbal ability
specific academic aptitude
Exceptional talent in one or more specific academic areas.
Marland Report
First national report; reported six categories of giftedness - 1972
5 characteristic traceable to the Marland report
General intellectual ability Specific academic aptitude Creative or productive thinking Leadership ability Visual and performing arts ability
paradoxal learners
Gifted students who are learning disabled, for instance, exhibit characteristics such as distractibility, inattentiveness, and inefficient learning strategies while, at the same time, presenting patterns typical of students who are gifted
giftedness is everywhere
Giftedness and talent will be found in children from all ethnic and racial groups and from all socioeconomic levels. Giftedness is also found among children with disabilities and English learners.
characteristics of academic aptitude
Good memorization ability Advanced comprehension Widely read in special-interest area High academic success in special-interest area Displays intellectual curiosity, an excellent memory, the ability to synthesize information, and finding reading easy.
Why grouping works
Grouping by interests, needs, or abilities (readiness levels) can be used within a heterogeneous classroom, in a homogeneous classroom, or between classrooms or teams. Flexible grouping is necessary if all children, including those who are gifted and talented, are to thrive in a classroom and make continuous progress.
creative or productive thinking
Has many unusual ideas and vivid imaginations
Leadership ability characteristics
Leaders initiate activities and make plans to reach goals. They get others to work toward goals, which may be desirable or undesirable
The most least restrictive environment for GT students
Magnet school or seperate classroom
characteristics of gifted and talented
Many characteristics resemble the characteristics of all children; however, the degree and intensity of the characteristic provide clues that the child may be exceptional
Visual and performing arts ability
May display exceptional talent in art, music, dance, and/or drama
assessing creative ability
Measures to assess creativity, therefore, must be chosen to match the kind of creativity that is being identified- persons, products, or thinking test creativity - assess creativity through creative products or tests of creative thinking scoring guides or rubrics to test creative products Tests by E. Paul Torrance (1966, 1998) and Frank Williams (1993) are frequently used to assess creative thinking skills Developing and Assessing Products (DAP) Tool (Roberts & Inman, 2009a), which uses creativity as one of four components when evaluating student work products.
Visual and performing arts ability
Outstanding sense of spatial relationships Unusual ability for expressing self, feelings, moods, etc., through art, dance, drama, music, etc. Desire for producing "own product"
General intellect
Performs childhood tasks on an advanced schedule, displays exceptional memories, and learns at a rapid pace. They may talk in sentences early, read before entering school, or think abstractly before age-mates.
group students based on pre-assessment
Preassessment results provide information to help you decide which students can be clustered for instructional purposes for a particular unit of study. Grouping facilitates learning, providing the vehicle for differentiating learning experiences, creating an opportunity for students who have already mastered the content or a major portion thereof to delve into the content at a more complex level and to develop different and perhaps more sophisticated product
how to develop talent in boys and girls
Provide equal treatment in a non-stereotyped environment and, in particular, provide encouragement for advanced coursework. Reduce sexism and stereotyping in classrooms and establish equity in classroom interactions. Help gifted adolescents understand healthy competition. Group gifted students homogeneously in separate classes or in clusters within heterogeneous classrooms. Expose gifted adolescents to other gifted adults who can act as role models through direct and curricular experiences—field trips, guest speakers, seminars, books, videotapes, articles, and movies. Provide educational interventions compatible with cognitive development and styles of learning (independent study projects, small group learning opportunities, etc.). Use a variety of authentic assessment tools such as projects and learning centers in addition to tests.
gifted and disabled
Stephen Hawking, theoretical physicist (amyotrophic lateral sclerosis [ALS], also known as Lou Gehrig's disease); Franklin D. Roosevelt, U.S. President (polio); Helen Keller, author and social activist (dual sensory impaired); and Ray Charles, musician (visually impaired). In each of these instances, the individual's accomplishments overshadow his or her disability. Children who are gifted and disabled require programming aimed at remediating the deficit(s) caused by the disability and accommodations that minimize its impact, as well as opportunities that nurture and develop their gifts and talents to the fullest potential (
summer and Saturday programs
Such programs are offered at colleges and universities as well as by some school districts. The academic content should take students beyond age-level learning experiences. National and state associations for gifted education can be a good source of information on summer and Saturday programs
Problem-based Learning`
The application of critical thinking skills and the development of problem-solving abilities along with the acquisition of knowledge are some of the benefits associated with using problem-based learning in the classroom. In this model, students are confronted with authentic, real-world situations, such as global warming, that are "ill-structured problems." The students are asked to solve the problem, which typically has multiple solutions rather than a "right answer." Teachers function as tutors and facilitators as the children work through various solutions and scenarios and evaluate their responses. effective problem-solving strategies by thinking out loud and questioning their own hypotheses and recommendations. Students are often highly motivated and very engaged in their own learning
Why are the differences in gifted categories important?
The differences highlight the areas of instructional modificiation necessary to allow the particular student to demonstrate growth
Pacing instructions
The need for accelerated pacing must be linked with increasingly complex content and challenging learning experiences rather than more work at the same level.
Intellectual ability
The specific characteristics of each student who is gifted become important when educators are matching instruction to the needs of the individua 2 SD about mean is gifted but 3-4 SD above the mean is gifted as well but the two students would have different needs
Creative or productive thinking
They may daydream and become easily bored with routine tasks. They have a high level of tolerance for ambiguity and are risk takers. Creative children view the world from their own vantage points. With appropriate experiences, they may be future entrepreneurs
highly gifted
They represent approximately one to two percent the total population of school-age children (Clark, 2013). The foundational programming option for students at level 2 is special classes, examples of which include magnet classes, honors classes, core curriculum classes, and advanced placement classes. Special schools such as governor's schools, magnet schools, and home schooling are options for students at the top of this level.
gifted learners
They represent approximately three to five percent the total population of school-age children (Clark, 2013). The regular classroom is the foundational programming option for these students, with the following options layered on: individualized instruction, gifted clusters, resource rooms, mentors, contracts, independent study, adjunct programs. team teaching, and cross-grade classes.
exceptional gifted learners
They represent less than one percent the total population of school-age children (Clark, 2013). Special schools are an option for students at level 3, but discipline-focused schools are the foundational option, where radical acceleration and appropriate challenges are most readily available.
unlocking giftedness for underrepresented students
Unlocking Emergent Talent (Olszewski-Kubilius & Clarenbach, 2012) focused attention on the need to implement programming that will permit children from lower socioeconomic groups to thrive in school.
hispanic learners
Use cooperative intellectual peer groups for learning and encouraging independent production. Provide visual and kinesthetic learning experiences. Provide extensive experience with both English and Spanish. Use successful Hispanic Americans as mentors. Include the family as part of the educational team.
african american students
Use small groups for instruction, building trust, and belonging. Provide structure by use of contracting, clear goals, and individualization. Provide mentors and role models. Emphasize use of oral language, providing many opportunities for debate, discussion, and oral presentations. Provide visual learning experiences, manipulative materials, and active real-life experiences in learning.
native american students
Use storytelling, metaphor, and myths as media for delivering information. Develop personal and group goals relevant to those of the tribal community as well as the student. Provide visual and spatial experience. Teach from whole to details. Explore and honor belief in collective tribal self as an alternative worldwide. Use intuitive ability in learning experiences.
interchanging giftedness with talented
Using giftedness and talent interchangeably will allow for concentration on the performance or potential for performance at levels that are exceptional in comparison with those of others of the same age, environment, or experience
Intellect ability - formal assessment
Wechsler Intelligence Scale for Children (4th ed.) Stanford-Binet Intelligence Test (5th ed.) are preferred to group measures for their ability to present a more comprehensive assessment look for instruments that are not biased. Up-to-date information on assessment measures is vital to planning and implementing an identification process that is defensible.
social/emotional characteristics of giftedness
Works well independently, exhibits strong leadership qualities, shows sensitivity and empathy, and a dislike for routines and rules. intrinsically motivated
how to teach paradoxal learners
a complex, integrated, and interdisciplinary curriculum because of their unique learning profiles; services and programs that address their social, emotional, and behavioral needs; and instruction that targets their gifts and talents while simultaneously providing individualized special education supports.
cluster grouping is twofold
a teacher is far more likely to plan instruction to address needs for more advanced content and a faster pace of instruction with a cluster than with a single student. others who have similar needs and interests provide an intellectual peer group as well as age-mates for the students in the cluster.
2nd delivery option for GT students
accelerated instruction - Among these positive outcomes are greater academic achievement, increased interest in school, and enhanced self-concept
self-contained classrooms and special schools
allows for collaborative learning and opportunity to thrive. Special schools are found in many urban school districts. These magnet programs for middle and high school students typically focus on math and science or the visual and performing arts
Independent study
another available modification for GT learners This strategy enables the child to pose questions about topics of interest and to extend learning to related topics if he or she has demonstrated in a preassessment that he or she has mastered the core content. Independent study is a positive option for children, including those who are gifted and talented, only if they are taught to work independently The skills needed to conduct primary research and to work independently must be taught
Honors or Advanced Placement
another option for modification for GT students College Board Advanced Placement (AP) classes are available in approximately thirty different academic areas. Although the AP class is taken at the high school, a score of 3 or higher on the AP exam will earn three or more college credits at most institutions
Mentorship
another option for modification for GT students Most mentorships involving the gifted and talented are one-on-one, the relationship most supportive for providing specialized, individual attention to a protégé's development allows for pursuing passionate interests and exploring careers. Working with a mentor can open doors to opportunities. Some mentors will communicate via technology. Some may be in a university, a laboratory, or an office. Mentorships may be formal or informal. They may be set up for a specific period of time, or they may be ongoing.
The Pfeiffer-Jarosewich Gifted Rating Scales for schoolage children
assessment instrument that looks at the various dimensions of giftedness. Teachers evaluate students in the areas of intellectual ability, academic ability, creativity, the arts, and motivation, as well as leadership abilities
paradoxical negative effect
behaviors displayed by students with gifts and talents may work to their detriment.
Assistive Technology and giftedness
can use the Internet to be producers of information rather than just consumers, such as authoring their own e-books. The Internet can also be used to provide online education; individually paced and student-centered. Online learning creates enrichment opportunities for students who are gifted and talented outside of the typical K-12 curriculum. Lastly, social media is connecting not only students but also scholars, parents, educators, and even professional organizations
gifted or talented
children who require differentiated educational programs and/or services beyond those normally provided by the regular school program in order to realize their contribution to self and society
African Americans and Giftedness
constitute approximately 16% of public school enrollment, but only about 8% of those in programs for the gifted and talented
Differentiation is an intentional match of
content - basic to complex process - levels of cognitive skill product -visual, written, oral, kinesthetic, and technological)
pre-assessment provides
defensible rationale for grouping and regrouping children to allow for continuous progress.
The Jacob K. Javits Gifted and Talented Students Education Act (PL 100-297) 1988
emphasizes that children with special gifts and talents can be found throughout society; our job as teachers is to find and provide services for these children. Manifestations of these characteristics may be different and thus require not only different tools for measuring these strengths, but also different eyes from which to see them" finding "the light under the bushel basket
three types of gifted students and three levels of programming
exceptional gifted learners highly gifted learners gifted learners
3 dimensions of diversity that occur still
gifted and talented students with disabilities, girls who are gifted and talented, and the assessment and identification of gifts and talents in students from culturally and linguistically diverse populations.
cluster grouping for students provides
gifted and talented, the cluster arrangement promotes challenging cognitive and positive social-emotional development
academic aptitude
gifted in a specific academic area read widely and intently about that subject area, require little or no drill to grasp concepts, and have large vocabularies in that specific subject area. This intense interest may be viewed as being "single-minded" or may be seen as an opportunity to develop the interest and talent to an exceptional level. Such focus is an advantage when choosing a college major or, later, a career
creativity
highly complex human ability that is beyond giftedness and can bring forth that which is new, diverse, advanced, complex, or previously unknown, so that humankind can experience growth in life as fuller, richer, and/or more meaningful
girls and diversity
inequity appears to be embedded in a complex and interwoven web of educational, social, and personal barriers, including sex-role stereotyping, unequal educational opportunities, and personal as well as parental expectations
gifted teaching - differentation
instructional strategy known as differentiation, which comprises several sub-strategies, is most likely to ensure continuous progress of all children requires planning. It is a matter of constructing a "goodness of fit" between the individual's learning style, abilities, and the specific content of the curriculum
reflect
it is essential to reflect on what has been learned and what one wants to learn next.
Tiered assignments
matching instruction to level of readiness.This instructional strategy allows the teacher to offer variations of the same lesson to children with differing levels of ability
pre-assessment
must pre-assess what a student already knows and is able to do. Pre-assessment is the key to ascertaining appropriate levels of instruction in each content area so that new learning can occur. Pre-assessment is the linchpin for defensible differentiation Pre-assessment will then allow the teacher to differentiate learning experiences and keep the unit challenging for all students in the class
creative characteristics
ndependent thinker Possesses a sense of humor Improvises often Creates and invents
assessing leadership
observing behaviors that suggest leadership potential. Students should have the opportunity to present a leadership portfolio, including evidence of leadership opportunities outside of school. Leadership may be shown in a specific academic area or in an area of the visual or performing arts. Self-nomination through a portfolio can be coupled with peer nomination
4 skills necessary to creative thinking - P. Torrance
originality, - produce novel ideas fluency, - generate many ideas flexibility, switch category of ideas elaboration. - provide details to ideas
cluster grouping
placing five or more students who have similar needs and abilities with one teacher
preassess
preassess students knowledge and skills to determine starting point
Piirto's gifted model
presents a model of talent development "in circular (not linear) form to indicate that the giftedness construct is not lines and angles, but a sphere, a circle, which enfolds all kinds of talent" (p. 37). Her graphical representation is essentially a concept map—a large circle containing three colors of variously sized smaller circles, some connected via leader lines, others by touching and overlapping, with each circle representing a larger or smaller category or giftedness—similar to Renzulli's general and specific areas of performance
provide products/assign tasks and projects that motivate and teach
products can be used that will allow students to show what they have learned but in ways that will motivate them to learn
One delivery option for GT students
pull-out or resource room
Higher level problem solving
requires going beyond lower-level cognitive tasks such as remembering and understanding to higher-level cognitive tasks such as synthesis, analysis, and evaluation. When teachers combine higher-level thinking skills with significant content, all children thrive.
curriculum for gifted and talented needs to be
rigiours and challenging
twice exceptional learners
student with two or more disabilities A child who is identified as gifted may also have a learning disability, a behavior disorder, a sensory impairment, a physical disability, or attention deficit hyperactivity disorder (ADHD). This can be a difficult task because one exceptionality may mask another, or the characteristics of the two exceptionalities may be similar their giftedness allows them to compensate and achieve at or near grade level so their disability goes undetected
why pre-assessment?
teachers will assume that how well students do on the end-of-unit assessment is the result of their teaching; with a pre-assessment, teachers will know what students knew as they began the unit.
teaching paradoxal learners
teaching to the gifts while providing strategies that compensate for the disability. Effective instructional programming for these pupils thus requires a blending of instructional practices, such as cognitive training coupled with differentiated programming or curriculum compacting
cluster grouping for teachers
the cluster provides a group for which to plan rather than single students sprinkled among all of the teachers
Jane Piirto - 2007 - school setting
those individuals who, by way of learning characteristics such as superior memory, observational powers, curiosity, creativity, and the ability to learn school-related subject matters rapidly and accurately with a minimum of drill and repetition, have a right to an education that is differentiated according to these characteristics because all children have a right to be educated according to their needs
gifted or talented in any of the following categories
those with demonstrated achievement and/or potential ability in any of the following areas: general intellectual ability, specific academic aptitude, creative or productive thinking, leadership ability, visual and performing arts, and psychomotor ability.
goal of assessment
to enable educators and parents to address the strengths and needs of children who are gifted and talented in one or in several categories. A thorough assessment paints a picture of the child, including his or her characteristics, interests, and strengths. Furthermore, assessment provides the data and information needed to understand the degree of giftedness.
match learner to pre-assessment data
to ensure intellectual challenges of all students use results as a springboard - use level of achievement and interests
off level testing
using measures that allow for assessing older children or beyond-grade-level performance) is important in assessing giftedness in a specific academic area, as well as necessary for removing the ceiling effect Grade-level achievement tests have a low ceiling and do not allow a child to demonstrate what he or she knows in the particular content area being tested.
curriculum compacting
whereby the time spent on academic subjects is telescoped or reduced so as to allow the student(s) to make continuous progress, and, as noted above, delve into the content at a more complex level and to develop different and perhaps more sophisticated products. in specific academic areas, or in the visual and performing arts Language arts and mathematics are two content areas where curriculum compacting has been shown to be effective
